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This article compares the national curriculum data‐handling specifications of the UK, South Africa, Australia and New Zealand and shows how data from the CensusAtSchool project can be used to enhance the data‐handling capabilities of pupils in those countries. These data can also provide enhanced opportunities for the integration of ICT into core curriculum activities. Some ideas to enable teachers of statistics to create classroom teaching material with an international flavour are also provided. 相似文献
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Pupils in England and Wales are increasingly being asked to undertake investigative‐type work, be it the new compulsory projects in data handling for GCSE Mathematics (age 14–16) (see Browne 2002 ) or the Key Skills topic application of number. This article shows how teachers can generate realistic project scenarios using real data and produce indicative model solutions from the same data. The projects range from simple presentational problems for data, through hypothesis testing to complex modelling scenarios. 相似文献
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Doreen Starke-Meyerring Ann Hill Duin Talene Palvetzian 《Technical Communication Quarterly》2007,16(2):139-174
Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships. 相似文献
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Temperament and Craniofacial Variation in the First Two Years 总被引：2，自引：0，他引：2
High levels of circulating glucocorticoids in fetal animals are associated with inhibited development of the lateral processes of the maxilla, or upper jaw, as these bones grow toward midline union early in gestation. This inhibition can prevent fusion and lead to the formation of cleft palate. Mouse strains are differentially susceptible to this effect. These strains also differ in behavioral and physiological characteristics that are analogous to those we have observed in 2 temperamental groups of children, analogies that prompted the current study. Infant temperament was assessed using behavioral observation at 4 months, and the ratio of upper facial width (bizygomatic breadth across the cheekbones) to height of the head and face was measured at 14 and 21 months. High reactive 4-month-old infants, who are predisposed to becoming timid, inhibited toddlers, had smaller bizygomatic ratios (narrower faces) at both 14 and 21 months compared to their low reactive peers, who are predisposed to becoming outgoing, uninhibited children. Differences in facial width were modest though significant and not attributable to overall stature. 相似文献
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The study reported in this paper investigated the usefulness of different instructions for guiding inexperienced older adults through interactive systems. It was designed to compare different media in relation to their social as well as their motivational impact on the elderly during the learning process. Precisely, the video was compared with textual help and the impact of model age (young versus old) on knowledge acquisition was explored. As a research object, a simulated ticket-vending machine was used. Results show that video-supported knowledge acquisition is better than text, but in relation to model age, no significant differences were found. 相似文献
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A large sample of international students attending an Australian metropolitan university provided data concerning use of university
health and counselling services—their perceived need for help, resultant help-seeking, satisfaction with help given, explanations
for not seeking help when in need, and variables that predicted help-seeking. Using as criterion the individual’s perceived
need for help, we found students were under-utilizing both health and counselling services. Those who did seek help evaluated
their experiences positively. The gap between need and action is a concern. Students explained failure to act in terms of
insufficient seriousness of problems, lack of information about services and, to a lesser extent, doubts and discomfort about
the services. Contrary to views commonly expressed in the literature, student perceptions and responses showed few differences
based on cultural background. Within-person variables played a stronger role than culture in accounting for students’ help-seeking
decisions. 相似文献
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In this article, we compare the Secondary English Post Graduate Certificate of Education (PGCE) programme for initial teacher education at the University of Bristol, UK, with that at the University of Malta, with particular attention to the content of the respective programmes and the role of the school‐based mentor. We explore issues raised by the fact that, while Bristol relies on a mentor figure to support all student teachers, the Maltese programme does not yet use this model. Consideration is given to the benefits and challenges of working with mentors and the implications for student teachers and their mentors with the development of the newly‐introduced School Direct programme in England. 相似文献
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Doreen du Boulay 《Teaching in Higher Education》2013,18(2):147-162
ABSTRACT One of the biggest problems in Higher Education, but one which is often not fully recognised by either students or teachers until some way into academic courses, is the problem of reading, perhaps because reading in itself is not assessed. However, the results or output from reading are assessed. Students are often overwhelmed by the quantity of reading required and fail to adequately exploit or benefit from their reading efforts when they themselves write or give presentations. Tutors complain about the lack of critical argument in much student work. This paper takes argument in reading as a central touchstone to academic study, discusses some views of the source of the difficulty and makes some suggestions which have proved to be helpful. 相似文献