Mentor Programmes-A Shortcut for Women's Academic Careers?     

Mona Eliasson  Helena Berggren  Fredrik Bondestam 《Higher Education in Europe》2000,25(2):173-179

This article reports on a formal mentoring project that ran for eighteen months at the University of Uppsala, in Sweden. It investigates the experiences of fourteen women academics at junior and mid-level who were paired with senior academics. Mentoring occurs informally in academic as well as in other types of organizations, yet little in terms of hard evidence is known about its effects. In this case, the investigators wished to learn if mentoring in an academic context could contribute to a narrowing of the gender gap in Swedish higher education. The conclusion was that mentoring makes enough of a difference to the junior faculty concerned that it should be undertaken openly and made available to all junior faculty members wishing to be mentored.  相似文献   

A comparison between elemental and compound training of cues in retrospective revaluation     

Martha Escobar  Oskar Pineño  Helena Matute 《Learning & behavior》2002,30(3):228-238

Associative learning theories assume that cue interaction and, specifically, retrospective revaluation occur only when the target cue is previously trained in compound with the to-be-revalued cue. However, there are recent demonstrations of retrospective revaluation in the absence of compound training (e.g., Matute &; Pineño, 1998a, 1998b). Nevertheless, it seems reasonable to assume that cue interaction should be stronger when the cues are trained together than when they are trained apart. In two experiments with humans, we directly compared compound and elemental training of cues. The results showed that retrospective revaluation in the elemental condition can be as strong as and, sometimes, stronger than that in the compound condition. This suggests that within-compound associations are not necessary for retrospective revaluation to occur and that these effects can possibly be best understood in the framework of general interference theory.  相似文献   

The role of achievement beliefs and behaviours in spontaneous reading acquisition     

Sanna Fyrstn  Jari-Erik Nurmi  Heikki Lyytinen 《Learning and Instruction》2006,16(6):569-582

This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6½. Half of them (n = 107) had a familial risk for dyslexia. The results showed that those children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6½. This task-focused behaviour then contributed to spontaneous reading acquisition. The impact of previous verbal skills on spontaneous reading acquisition was mediated in part by achievement behaviour.  相似文献   

Inclusive education in the Czech Republic: A scoping review of a paradigm shift     

Helena Vaďurová  Karel Pančocha 《European Journal of Education》2023,58(2):245-266

This scoping review presents the historical, social, and international influences that shaped the gradual move from segregated to inclusive education for all children in the Czech Republic. The introduction of the 2016 amendment to the Education Act marked a decisive paradigm shift in education policy, which formed the legal basis for services and support measures to be made available for all children with special needs in local mainstream schools. We analysed Czech language and English language peer-reviewed specialist literature to see how these changes have been reflected in current education research. The eighteen studies reviewed provide a complex picture of facilitators and barriers at the level of inclusive culture, policy and practice. Even though progress towards inclusive education in the Czech Republic has been notable, there are still systemic and attitudinal barriers to the education of all children.  相似文献   

Using expectations and satisfaction to measure the frontiers of efficiency in public universities     

Mainardes  Emerson  Alves  Helena  Raposo  Mario 《Tertiary Education and Management》2014,20(4):339-353

Students’ satisfaction with their university and course is of fundamental importance to retain students and promote their positive worth-of-mouth. The objective of this research is to analyse the level of efficiency of Portuguese public universities, according to the expectations and satisfaction of their students. To accomplish the objective, this article uses data envelopment analysis methodology. As our unit of analysis, we selected the faculties making up the universities researched. The analytical input came from the expectations of 1669 students regarding their study programme and their universities. The outputs stem from their satisfaction with their study programmes and their universities. We conclude that university practices do not currently guarantee efficiency. We also observe that efficiency in the relationship between expectations and general satisfaction with the study programme does not represent efficiency in the relationship between expectations and general satisfaction with the university, and vice versa.  相似文献   

Agency in regime destabilization through the selection environment: The Finnish food system’s sustainability transition     

A. Kuokkanen  A. Nurmi  M. Mikkilä  M. Kuisma  H. Kahiluoto  L. Linnanen 《Research Policy》2018,47(8):1513-1522

The growing urgency of environmental threats combined with the slow pace of sustainability transitions has turned attention towards a better understanding of regime destabilization. Focusing excessively on niche innovations could be incumbent regimes’ diversion and resistance strategy and could reinforce the ‘business as usual’ mindset instead of contributing to system-wide changes. Historical cases of system transition have most often been used to understand the dynamics of regime destabilization. However, these insights have limitations when the focus is on ongoing transitions. Moreover, it is argued that more attention should be paid to agency and actors. Herein, regime destabilization is understood through an internally structured selection environment, implying that agency is assumed not only in variation at the niche level but also in the selection processes: (1) the selection environment is shaped by active and strategic actors and actor networks; (2) the selection environment is shaped by diverse discursive framings; and (3) the selection environment is shaped by various actors beyond the regime and even beyond the system in question. The argument is empirically tested in the case of the Finnish food system by constructing prevailing storylines in the sustainability transition. Four contrasting but partially overlapping storylines and their associated actor networks are identified. The empirical case supports the view that actors across all levels aim to influence the selection environment’s formulation with their framing of the problem and the strategic response. Thus, more attention must be paid to the content and diversity of different discursive framings in sustainability transitions.  相似文献   

Web geometry laboratory: case studies in Portugal and Serbia     

Vanda Santos  Milena Marić  Helena Campos 《Interactive Learning Environments》2018,26(1):3-21

The role of information and communication technologies (ICT) in education is well recognised – learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a well-known dynamic geometry system providing an adaptive environment where face-to-face activities can be combined with computer-mediated activities, in a collaborative or stand-alone, synchronous or asynchronous, classroom or homework way. The WGL collaborative environment allows each student to capitalise on one another's resources and skills. Its adaptive module gives to each teacher the ability to assess the geometric level of each student, allowing the teacher to build the individual profile and/or learning paths. In this paper we begin describing what are the goals that support the development of such an environment, the goals that support our beliefs in the usefulness of such an environment for the teaching and learning of geometry, after which we describe the environment and the case studies already conducted.  相似文献   

Attitudes towards inclusion in higher education in a Portuguese university     

Maria Helena Martins  Maria Leonor Borges  Teresa Gonçalves 《International Journal of Inclusive Education》2018,22(5):527-542

In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability.  相似文献   

Verification of a 6-part differential haematology analyser Siemens Advia 2120i     

Helena i ak  Vanja Radi&#x;i&#x; Biljak  Ana-Maria &#x;imundi&#x; 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)

IntroductionThe aim of this study was to perform a comprehensive verification of a 6-part differential haematology analyser Siemens Advia 2120i (Erlangen, Germany), prior to its routine implementation.Materials and methodsOur verification protocol included: precision (within- and between-run), estimated bias (%) as measure of trueness, which was calculated from observed and manufacturers’ declared value, analytical measuring interval (AMI), carryover, confirmation of a limit of blank (LoB), determination of a limit of detection (LoD) and limit of quantitation (LoQ). The K₂ ethylenediaminetetraacetic acid (EDTA) patients’ leftover samples were used for verification of analyser Advia 2021i. Acceptance criteria were based on manufacturer technical specifications (Siemens), 2016 state-of-the-art criteria (Vis and Huisman), and EFLM Biological Variation Database.ResultsThe within- and between-run precision were acceptable for all parameters and the lowest coefficients of variation were observed for mean corpuscular volume (MCV) (0.3% and 0.6%, respectively). Estimated bias was within the acceptance criteria for all parameters except for MCV (the estimated bias was 2.2% (acceptance criteria 2.0%). AMI was confirmed for all tested parameters (r > 0.99). The carryover estimates ranged from 0.1% for platelet count (Plt) to 0.6% for red blood cell count and were within the manufacturers’ specifications (≤ 1%). Manufacturers’ claims for LoB were confirmed for leukocytes, erythrocytes, haemoglobin, and platelets. The estimated LoD and LoQ were 0.05 x10⁹/L and 0.1 x10⁹/L for white blood cell count, while for Plt values were 2 x10⁹/L and 3 x10⁹/L, respectively.ConclusionsAnalytical performance of the Siemens Advia 2120i meets predefined quality goals and is suitable for routine use in a clinical laboratory.Key words: verification, haematology analyser, haematology, blood cell count  相似文献   

Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value     

Berglund  Helena 《Cultural Studies of Science Education》2022,17(4):1089-1113

Cultural Studies of Science Education - Collaboration has the potential to strengthen both professional learning and well-being for teachers. However, it can also bring problematic aspects, such as...  相似文献