Can higher education stimulate entrepreneurial intentions among engineering and business students?     

Emilia Herman  Daniela Stefanescu 《Educational studies》2017,43(3):312-327

This paper approaches the issue of higher entrepreneurship education in motivating young people to start their own business as a viable alternative to the successful integration of university graduates on the labour market. The fundamental question of this research is if, currently, entrepreneurship education influences students’ entrepreneurial intentions and to what extent. The research results, based on the statistical analysis of data collected through a questionnaire distributed to Romanian business and engineering bachelor students in the final year, highlight that business students assessed the effectiveness of higher entrepreneurship education and its positive influence on entrepreneurial intentions to a greater extent than the engineering students. Furthermore, entrepreneurial intentions of engineering students are influenced positively much more by entrepreneurial family background than by entrepreneurship education. The findings provide important highlights for future research, in order to identify the most effective ways of approaching, modernising and expanding entrepreneurship education, aiming to increase entrepreneurial intentions among students, regardless of the graduated field of study.  相似文献   

Les graphes de flux dans l'Enseignement secondaire     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1974,5(4):467-492

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.  相似文献   

Learning with and from: positioning school students as advisors in pre-service teacher education     

Helen Cahill  Julia Coffey  Larissa McLean Davies  Jeana Kriewaldt  Elizabeth Freeman  Daniela Acquaro 《Teacher Development》2016,20(3):295-312

This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.  相似文献   

Framing gender identity and sexual orientation: media influence on young men who have sex with men’s health     

India D. Rose  Daniela B. Friedman 《Sex education》2019,19(5):614-626

Sex education takes place in a wide range of contexts including through the media. Media use among young men who have sex with men is high and gender identity and sexual orientation are topics often integrated into today’s media. Little is known about young men who have sex with men’s perceptions of how the media frames messages about gender identity and sexual orientation and the implications these messages have on HIV prevention. A greater understanding of young men who have sex with men’s perceptions of media framing about gender identity and sexual orientation is needed to ensure prevention efforts reach those most impacted by HIV. Focus groups were conducted with forty-two African American men who have sex with men, aged 18–21, living in the Southeastern USA. Thematic analysis revealed that participants reported using the Internet and television to access gender identity and sexual orientation information. Participants felt that the media’s framing of gender identity and sexual orientation only worsened HIV-related stigma and discrimination. Findings illustrate the important role that media can play in educating about gender identity and sexual orientation and the implications this framing has for HIV prevention.  相似文献   

The Transformative Impact of Blended Mobility Courses          下载免费PDF全文

Peter Purg  Klemen Širok  Daniela Brasil 《The International Journal of Art & Design Education》2018,37(2):187-198

Several pedagogical assets of the blended‐learning courses conducted within the ADRIART.net partnership originate from their novel site‐specific approach and intercultural value. Conducted outside school environments across Austria, Croatia, Italy and Slovenia in 2011–2014, over a dozen of these intensive Master's programme workshops mixed students and mentors from different cultural and professional backgrounds, intersecting the realms of film, new media, photography, performance, architecture and contemporary art. These short‐term academic mobility courses concluded with public exhibitions, screenings or performances, often at eminent cultural venues or in public spaces pertaining to the site‐specific character of each course. This article discusses key issues that proved beneficial for conceiving and implementing this fruitful academic collaboration format. Several curricular and organisational solutions are presented that increased the positive impact on students as well as other stakeholders in this project‐based pedagogical piloting of the Media Arts and Practices international Master's programme. Set against its curriculum‐development framework, the article examines new methodological solutions, joint mentoring models and group dynamics management, as well as some specific logistical issues. Next to developing relevant employment skills and attitudes, such production‐oriented, but process‐aware course designs offer timely academic provisions as a response to a ‘glocalised’ world. More importantly, these course designs can also foster students' engagement with the actual (social, economic, natural, political) environment and the development of life‐long learning habits.  相似文献   

The role of word recognition,oral reading fluency and listening comprehension in the simple view of reading: a study in an intermediate depth orthography     

Irene Cadime  Bruna Rodrigues  Sandra Santos  Fernanda Leopoldina Viana  Séli Chaves-Sousa  Maria do Céu Cosme  Iolanda Ribeiro 《Reading and writing》2017,30(3):591-611

Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years. This study aims to examine the direct effects of these three variables on reading comprehension and to test for the existence of indirect effects of word recognition and listening comprehension on reading comprehension via oral reading fluency in European Portuguese, an orthography of intermediate depth. A sample of 264 students was assessed at the end of grades 2 and 4. Structural equation modeling analyses indicated that listening comprehension, word recognition and oral reading fluency predicted reading comprehension in both grade 2 and grade 4. Moreover, the three variables measured in grade 2 predicted later reading comprehension in grade 4. Listening comprehension was always the strongest predictor. Oral reading fluency mediated the relationship between word recognition and reading comprehension, but it was not a mediator variable in the relationship between listening comprehension and reading comprehension. These findings indicate that, similarly to what has been found for other orthographies, the simple view of reading is a valid framework to account for reading comprehension variability in European Portuguese and that interventions to increase reading comprehension levels should focus on word recognition, fluency, and, especially, listening comprehension.  相似文献   

Project news     

Xavier Roqu  Nstor Herran  Tania Durt  Sharon Grant  Sandra Knapp  Blanca Len  Daniela Zappi  Clifford S. Mead 《Endeavour》2002,26(4)

  相似文献   

Who takes the cake in community and economic development? ‘Going along' with metaphor to problematize the collective impact of a place-based promise programme     

Katherine Richardson Bruna  Carla A. McNelly  Jane Rongerude 《Ethnography and Education》2020,15(2):155-170

ABSTRACT

Linguists understand metaphors to be shortcuts to an individual’s tacit knowledge about the world. As ethnographers and planners building a university-school partnership and seeking to understand residents’ perceptions of their urban neighbourhood, attention to use of metaphor allowed us insight into an insider’s mental model of who is in the community. In this article, we describe how, in our interview-based ethnographic needs assessment, one of our project participant’s metaphors helped us discern the lived nature of social stratification as racialised economic inequality. This insight not only informs our partnership work but subverts some important assumptions about programme impact. Our experience suggests metaphor analysis contributes an important tool for ethnographic interpretation.  相似文献   

Changes in student attributions due to the implementation of central exit exams     

Britta?OerkeEmail author  Katharina?Maag Merki  Monika?Holmeier  Daniela?J.?J?ger 《Educational Assessment, Evaluation and Accountability》2011,23(3):223-241

The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from 2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively. As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted and consequences for further studies are formulated.  相似文献   

Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?   总被引：1，自引：0，他引：1  

Daniela Maree Ashdown  Michael E. Bernard 《Early Childhood Education Journal》2012,39(6):397-405

This study investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1 class were randomly chosen to receive structured lessons in YCDI, delivered by their classroom teachers over a period of 10 weeks, while the remaining preparatory and grade 1 class served as the control group. The lessons were designed to teach young children confidence, persistence, organisation and emotional resilience. The educational program consisted of explicit, direct instruction lessons drawn from the YCDI Early Childhood Curriculum taught three times a week, supported by a variety of additional social and emotional teaching practices. The results indicated that YCDI had a statistically significant positive effect on levels of social-emotional competence and well-being for the preparatory and grade 1 students, a reduction in problem behaviours (externalising, internalising, and hyperactivity problems) for the grade 1 students, and an increase in reading achievement (decoding text) for the lower achieving grade 1 students. These findings are discussed with regard to issues concerning the role of explicit instruction in social and emotional learning for the early years.  相似文献