Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice     

Lamb  Richard  Etopio  Elisabeth A. 《Journal of Science Education and Technology》2020,29(4):573-585

Journal of Science Education and Technology - The purpose of the present study was to investigate, compare, and characterize interactive VR-based preservice science teacher clinical teaching...  相似文献   

‘Living Values: an educational program’—from initiative to uptake     

Elisabeth Arweck 《British Journal of Religious Education》2004,26(2):133-149

This article is concerned with the connection between religions and education. It explores the case of one particular values education programme, ‘Living Values: an educational program’, and its link with the Brahma Kumaris World Spiritual University (BKWSU) to show how the programme originated and developed, which individuals and institutions were involved in these processes, how such a programme finds application in British schools and what form such application takes. The article traces a ‘chain of transmission’ from inception to classroom and looks at the reception which a values-based programme finds among teachers, pupils and parents. The article is based on ethnographic and documentary data gathered in a one-year research project (September 2001 to October 2002) in the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick.  相似文献   

‘I wish color had no history’: an exploration of identity through student performance poetry     

Brynja Elisabeth Halldórsdóttir Gudjonsson 《Ethnography and Education》2018,13(3):322-339

ABSTRACT

This article focuses on multiracial student experiences using co-created ethnographic data with two students’ spoken word poetry. The students considered their own history, their origins and discovered a complexity – and found that their struggle was not exclusively internal. External expectations of singular categorizations and social understanding of behavior played a role in students’ identity construction. The students exhibited an internalization of expectations, as they reflected on their developing identities in their writing. They also indicated that they found ways to resist the expectations and forms of power. The results further discussions related to the modern understanding of identity fluidity and raises the question of why identity, in the modern context, continues to be seen as fixed. The research enabled students to reflect on the complex nature of identity and present a nuanced picture of their unique identity struggles, and their awareness of the social constructs and expectations of others.  相似文献   

Visual Narrativity in the Picture Book: Heinrich Hoffmann’s Der Struwwelpeter     

Elisabeth Wesseling 《Children‘s Literature in Education》2004,35(4):319-345

This article intervenes in the debate about the pedagogical import of Heinrich Hoffmann’s Der Struwwelpeter. Should this book be regarded as a typical example of black pedagogy or as a form of subversive children’s literature? I argue in favour of the latter point of view, on the basis of a close reading of the interaction between words and pictures in this classic children’s book. Meanwhile, this article aims to further our theoretical insights into the narrative potential of images. Every picture tells a story, but how, exactly? I attempt to give an answer to this question through a detailed case study of Der Struwwelpeter.  相似文献   

Akute infektiöse Diarrhoe     

Gertrude Seiberl  Elisabeth Bischof  Christoph Wenisch 《Wiener klinische Wochenschrift Education》2006,1(3):137-152

Ohne Zusammenfassung  相似文献   

The Stability of Rater Severity in Large-Scale Assessment Programs     

Peter J. Congdon  Joy MeQueen 《Journal of Educational Measurement》2000,37(2):163-178

The purpose of this study was to investigate the stability of rater severity over an extended rating period. Multifaceted Rasch analysis was applied to ratings of 16 raters on writing performances of 8, 285 elementary school students. Each performance was rated by two trained raters over a period of seven rating days. Performances rated on the first day were re-rated at the end of the rating period. Statistically significant differences between raters were found within each day and in all days combined. Daily estimates of the relative severity of individual raters were found to differ significantly from single, on-average estimates for the whole rating period. For 10 raters, severity estimates on the last day were significantly different from estimates on the first day. These fndings cast doubt on the practice of using a single calibration of rater severity as the basis for adjustment of person measures.  相似文献   

Adult higher education in the Netherlands: National policy and local practice     

Geert W. M. Stevens  Elisabeth G. M. Nuyten-Edelbroek  Jos L. Van Emmerik 《Higher Education》1979,8(3):279-297

Policy papers published by the Ministry of Education and Science in the Netherlands show that the government is strongly interested in the concept of recurrent education. One possible way of implementing this idea is through university level evening programs. In the Social Science Faculty of the Erasmus University in Rotterdam the evening program in sociology (which was established through the institution's own initiative) has recently taken on an institutionalized character. This article reports the results of research on the first year's experience of the day and evening students who began their studies in 1974. Attention is devoted to evening student recruitment, motives to take up university study and sociology in particular, minimum conditions within the institution's infrastructure, the curriculum and output. University evening education in general is also discussed and some policy conclusions are formulated regarding the realization of university evening education in the Netherlands.Translation: Drs. Ray Jurkovich.  相似文献   

The Promotion to Full Professor – Through Competition or by Individual Competence?     

Terje?Bruen?OlsenEmail author  Svein?Kyvik  Elisabeth?Hovdhaugen 《Tertiary Education and Management》2005,11(4):299-316

This paper analyses the outcome of a reform of the academic career structure in Norway. From 1993 on, associate professors can apply for promotion to full professorships on the basis of individual research competence irrespective of vacant professorships. This has now become a more important way of attaining a full professorship than through competition with other applicants. Only 30% of new professors are appointed the traditional way. The reform has led to a substantial increase in the number of full professors in the university sector, from 37% of the tenured academic staff in 1991 to 47% in 2001.  相似文献   

Career goal engagement following negative feedback: Influence of expectancy-value and perceived feedback accuracy     

Lot Fonteyne  Annick Eelbode  Isabelle Lanszweert  Elisabeth Roels  Stijn Schelfhout  Wouter Duyck  Filip De Fruyt 《International Journal for Educational and Vocational Guidance》2018,18(2):165-180

This study addresses the effects of negative attainability feedback on the shift from engagement to disengagement from a career goal. It was hypothesized that negative attainability feedback regarding study choice may lead to both goal engagement and goal disengagement and that this relation is mediated by self-efficacy, motivational beliefs, and by the perceived accuracy of feedback. Results confirmed that negative feedback led to goal disengagement and, to a lesser extent, to continued engagement. Perceived accuracy of feedback was an important mediator, as was motivation. Self-efficacy did not predict either goal management strategies.  相似文献   

Contributions of Reward Sensitivity to Ventral Striatum Activity Across Adolescence and Early Adulthood          下载免费PDF全文

Elisabeth Schreuders  Barbara R. Braams  Neeltje E. Blankenstein  Jiska S. Peper  Berna Güroğlu  Eveline A. Crone 《Child development》2018,89(3):797-810

It was examined how ventral striatum responses to rewards develop across adolescence and early adulthood and how individual differences in state‐ and trait‐level reward sensitivity are related to these changes. Participants (aged 8–29 years) were tested across three waves separated by 2 years (693 functional MRI scans) in an accelerated longitudinal design. The results confirmed an adolescent peak in reward‐related ventral striatum, specifically nucleus accumbens, activity. In early to mid‐adolescence, increases in reward activation were related to trait‐level reward drive. In mid‐adolescence to early adulthood decreases in reward activation were related to decreases in state‐level hedonic reward pleasure. This study demonstrates that state‐ and trait‐level reward sensitivity account for reward‐related ventral striatum activity in different phases of adolescence and early adulthood.  相似文献