IV. PARTICIPANT ROLES     

Shumin Lin  Peggy J. Miller  Heidi Fung  Eva Chian‐Hui Chen 《Monographs of the Society for Research in Child Development》2012,77(1):59-76

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III. INTERPRETIVE FRAMEWORKS IN ROUTINE PRACTICES     

Eva Chian‐Hui Chen  Peggy J. Miller  Heidi Fung  Benjamin R. Boldt 《Monographs of the Society for Research in Child Development》2012,77(1):28-58

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Exploring user participation approaches in public e-service development     

Fredrik Karlsson  Jesper Holgersson  Eva Söderström  Karin Hedström 《Government Information Quarterly》2012

It has been argued that user participation is important when public authorities develop e-services. At the same time there is limited research on the usefulness of existing user participation approaches in public e-service development. In this paper we, therefore, analyze how the three user participation approaches – participatory design, user-centered design, and user innovation – meet the strategic e-service goals of the EU and the US. In doing so, we identify three challenges that need to be considered when choosing among these approaches: 1) unclear user target segments can impede the fulfillment of usability and relevance goals, 2) the nature of participation can impede the fulfillment of democracy goals, and 3) lack of adequate skills can impede the fulfillment of efficiency goals.  相似文献   

Medical literature searches: a comparison of PubMed and Google Scholar     

E Nourbakhsh  R Nugent  H Wang  C Cevik  K Nugent 《Health information and libraries journal》2012,29(3):214-222

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Group Work Management in the Classroom     

Karin Forslund Frykedal  Eva Hammar Chiriac 《Scandinavian Journal of Educational Research》2014,58(2):222-234

This study aims to provide a better understanding of teachers' managing roles when using group work in the classroom. Building on Granström's 2 concepts of leadership and teachership, a more specific aim is to investigate teachers' managing roles when using group work and how teachers' presumptions affect the way in which they manage the pedagogical mode. The results show that teachers' managing roles influence teachers' willingness to use group work. Teachers may be unwilling to use group work based on their presumption that it teaches students only collaboration abilities and not subject knowledge. This may be a supplemental yet significant explanation as to why group work continues to decrease in classrooms.  相似文献   

Influences of developmental contexts and gender differences on school performance of children and adolescents     

Eva Diniz  Luciane da Rosa Piccolo  Maria Clara Pinheiro de Paula Couto  Jerusa Fumagalli Salles  Silvia Helena Koller 《教育心理学》2014,34(7):787-798

This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M_age?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones.  相似文献   

Discourses of education and constitutions of class: public discourses on education in Swedish PBS television     

Eva Reimers 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):540-553

Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that neither becomes totally hegemonic. Taking as its point of departure the neoliberal emphasis on the individual, especially as it relates to school choice and to the significance of class for educational success, the analysis focuses on the constitution of classed positions. The study reveals constitutions of class in which race, place, gender, economy and agency are intertwined, such that the schools and the students are attributed both different statuses and different subject positions in terms of future economic trajectories. The conclusions drawn are that, in the public conversation about the organization and goal of compulsory education, it is important to be aware of the discursive and political contexts in which the discussions take place. It is also important to realize that class matters in the educational assemblage in the form of economic subjectivities constituted in a web of intersecting notions about differing preconditions and outcomes of education.  相似文献   

Response to the review essay by Richard P. Phelps     

Li Cai  Eva Baker 《Assessment in Education: Principles, Policy & Practice》2014,21(4)

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‘Time is not enough.’ Workload in higher education: a student perspective     

Eva Kyndt  Inneke Berghmans  Filip Dochy  Lydwin Bulckens 《高等教育研究与发展》2014,33(4):684-698

Students' workload has been recognised as a major factor in the teaching and learning environment. This paper starts by structuring the different conceptualisations of workload described in the scientific literature. Besides the traditional distinction between objective and subjective or perceived workload, a distinction between conceptualisations focusing on the perception of quantitative and qualitative aspects of workload comes to the fore. This qualitative study investigates what workload means for students in higher education. Forty Civil Engineering and Educational Sciences Master's students were interviewed. The results show that ‘having time’ is a precondition for experiencing a manageable workload. When this precondition is fulfilled, the interest of a student and the ability to plan and set priorities play an important role in the perception of workload. Finally, the results show that several aspects of the learning environment can influence this interest and the perception of workload.  相似文献   

Books of the Month     

Robert Sobel  Sidney Kraus  Dennis Davis 《Communication Booknotes Quarterly》2013,44(2)

Robert Sobel's The Manipulators: America in the Media Age (New York: Doubleday, 1976---$9.95)

Sidney Kraus and Dennis Davis's The Effects of Mass Communication on Political Behavior (University Park, Pa.: Pennsylvania State University Press, 1976---$16.50/7.95)  相似文献