La Roja: A Journey Through Spanish Football     

Francisco Javier Lopez Frías 《Soccer & Society》2015,16(1):149-151

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Book People in Germany: A Study on the Professional Situation and Career Conditions of Men and Women in the German Book Publishing Industry and the Book Trade     

Romy Fröhlich 《Publishing Research Quarterly》2014,30(2):223-243

This (online) survey sheds light on gender-specific aspects/particularities of the professional activity and career development of women compared to men in this professional field. The study applies principles of theoretical and empirical knowledge from other gender-sensitive studies of professional fields in the media sector. 1,234 people completed the questionnaire (87 % women). The data shows that the field is no exception when it comes to the (poor) conditions for women. Some of the findings however exhibit interesting deviations and show, that the growing proportion of women does not turn the professional field into one where career development is equally attainable for men and women.  相似文献   

Academic Institutions,Ambiguity and Learning Outcomes as Management Tools          下载免费PDF全文

Ivar Bleiklie  Nicoline Frølich  Rachel Sweetman  Mary Henkel 《European Journal of Education》2017,52(1):68-79

Specifying learning outcomes (LOs) in higher education as part of the European Qualification Framework (EQF) has resulted in a variety of experiences in the national contexts of England and Norway, as well as in different institutional and disciplinary settings. This article contributes to a contextualised understanding of the kind of management tools that higher education learning outcomes (HELOs) are, based on a conceptually‐informed comparative empirical analysis. The comparison is based on two types of disciplines (the humanities and STEM) in two national contexts (Norway and England) at two research‐intensive universities in each country. These settings offer an opportunity to look for evidence – inspired by public administration literature – as to whether HELOs have some specific characteristics as management tools. HELOs share the characteristics that afflict most reform policies – that of ambiguity and the potential of being shaped by a number of circumstantial factors. Higher education institutions are highly dependent on, and embedded in, multiple relationships to the environment. Hence, as decision making structures, they are ‘penetrated’ and influenced in ways that are likely to vary across countries, types of institutions and academic disciplines. Because institutions and disciplinary groups are embedded in different policy (varying degrees and forms of state steering and policy implementation) and organisational environments (different degrees and forms of hierarchical leadership, managerial control, and autonomy) and different disciplines (different perceptions of scientific‐, professional‐, educational mission, and relationships to external stakeholders) they also constitute different organisational spaces for participation and engagement in shaping and using HELOs.  相似文献   

Comprehension of the night and day cycle among French and Cameroonian children aged 7–8 years     

Frède  Valérie 《Cultural Studies of Science Education》2019,14(3):587-615

Cultural Studies of Science Education - In this article, we compared French and Cameroonian schoolchildren’s initial conceptions and comprehension of the night and day cycle in order to test...  相似文献   

Analysis of solving problems     

Joost Meijer  Fré Riemersma 《Instructional Science》1986,15(1):3-19

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Peer’s mental states in a collaborative setting: Developmental perspective on children’s inferential abilities     

Nadia Gauducheau  Frédérique Cuisinier 《European Journal of Psychology of Education - EJPE》2005,20(4):389-407

The present study investigates the development of children’s ability to make inferences about a peer’s mental state. In this study 48 eight-year-old children, 49 ten-year-old children and 44 adults observed and analyzed short video sequences, extracts from a socio-cognitive interaction between two children working on a mathematical task. The participants inferred mental states of one of the videotaped children while answering questions. Half of the participants watched the different sequences with sound and the other half watched them without sound. The results show that ten-year-old children are nearly as skilled as adults in making inferences but that eight-years-old children make less relevant inferences. The access to verbal information influenced the inferences only for the eight-year-old group.  相似文献   

Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale     

Amélie Roy  Frédéric Guay  Pierre Valois 《International Journal of Inclusive Education》2013,17(11):1186-1204

In the province of Quebec, Canada, a trend towards full inclusion has impelled teachers to adapt their instruction to meet the needs of both advanced and weaker learners in regular school settings. The main purpose of the present investigation was to develop and validate the Differentiated Instruction Scale (DIS), which assesses the use of instructional adaptations and academic progress monitoring strategies in general education classrooms. A total of 125 elementary school teachers participated in a cross-sectional study, allowing us to develop and validate the DIS. Overall our results show that the DIS is composed of two factors that are consistent with the predicted constructs (instructional adaptations and academic progress monitoring). Evidence of convergent validity is provided through correlations among DIS' subscales and two criteria: (1) teachers' autonomy support and (2) perceptions of school climate. Results also reveal that teachers tend to use instructional adaptations that do not require much preparation or tailored instruction. The DIS could thus be used in future research to investigate outcomes of differentiated instruction. Moreover, it could provide useful information on optimal strategies for promoting learning in children with different abilities in general education classrooms.  相似文献   

Words for Artworks: The Aesthetics of Meaning Making     

João Pedro Fróis  Boyd White 《The International Journal of Art & Design Education》2013,32(1):109-125

In this article we introduce a research strategy that involves the making of visual maps by individuals in response to their interactions with artworks. The maps record the meaning‐making processes involved in the encounters and provide us with permanent records of otherwise ephemeral experiences. The case study presented here provides data for comparisons between three visits each to two artworks exhibited at the Calouste Gulbenkian Modern Art Centre in Lisbon. We conclude that our meaning‐making strategy is important for its own heuristic research value in both formal and non‐formal educational contexts, as well as providing an instrument for the training of teachers and museum educators.  相似文献   

Modelling training response in elite female gymnasts and optimal strategies of overload training and taper     

Anthony M. J. Sanchez  Olivier Galbès  Frédérique Fabre-Guery  Luc Thomas  Aymeric Douillard  Guillaume Py 《Journal of sports sciences》2013,31(14):1510-1519

Abstract

The aim of the study is the modelling of training responses with a variable dose-response model in a sport discipline that requires highly complex coordination. We propose a method to optimise the training programme plan using the potential maximal performance gain associated with overload and tapering periods. Data from five female elite gymnasts were collected over a 3-month training period. The relationship between training amounts and performance was then assessed with a non-linear model. The optimal magnitude of training load reduction and its duration were investigated with and without an overload period using simulation procedures based on individual responses to training. The correlation between actual and modelled performances was significant (R ² = 0.81 ± 0.02, P < 0.01). The standard error was 2.7%. Simulations revealed that taper preceded by an overload period allows a higher performance to be achieved compared to an absence of overload period (106.3 ± 0.3% vs. 105.1 ± 0.3%). With respect to the pre-taper load, the model predicts that optimal load reductions during taper were 48.4 ± 0.7% and 42.5 ± 1.0% for overloading and non-overloading strategies, respectively. Moreover, optimal durations of the taper period were 34 ± 0.5 days and 22 ± 0.5 days for overloading and non-overloading strategies, respectively. In conclusion, the study showed that the variable dose-response model describes precisely the training response in gymnasts.  相似文献   

Intermanual transfer of shapes in preterm human infants from 33 to 34 + 6 weeks postconceptional age     

Lejeune F  Marcus L  Berne-Audeoud F  Streri A  Debillon T  Gentaz E 《Child development》2012,83(3):794-800

This study investigated the ability of preterm infants to learn an object shape with one hand and discriminate a new shape in the opposite hand (without visual control). Twenty-four preterm infants between 33 and 34 + 6 gestational weeks received a tactile habituation task with either their right or left hand followed by a tactile discrimination task in the opposite hand. The results confirmed that habituation occurred for both shapes and both hands. Infants subsequently held the novel shape longer in the opposite hand. The results reveal that preterm infants are capable of intermanual transfer of shape information. In spite of the immaturity of the corpus callosum in preterm infants, its development seems to be sufficient to allow some transfer of information between both hands.  相似文献