This paper investigates how the writing of some Year 6 children was influenced by exposure to the work of a contemporary author of children’s literature and through reading a variety of fairy stories, traditional tales, fables and nursery rhymes. Their growing awareness of the way in which story structures are constructed in particular genres resulted in some thought–provoking short stories which exhibited intertextual references linked to life experiences and to parts of other texts they had read. 相似文献
ABSTRACTMany studies in science education acknowledge the positive effects of context-based learning on students’ interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students’ situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students’ situational interest, referring to contexts as task parameters in the first project and as learning activities in the second. In the first project, everyday related and unique contexts are compared, and the effects of different contextual topics on student learning are investigated. Particularly, regarding the feeling- and value-related valence of situational interest, the results of different studies will be compared and interpreted. The second project investigated structures of interest related to activities along an adapted version of the ‘RIASEC’-model for different content areas and age groups. The chosen contents were embedded in personal as well as societal and professional context settings. Finally, we summarise the relevance of the different models, results and instruments to better understand different notions of interest and outline implications for further studies about teaching that improves student learning. 相似文献
At many primarily undergraduate institutions, biology faculty members mentor student research collaborators. If publication is required for tenure and promotion, this research is expected to result in periodic publications; and publication rates are a common metric used to assess faculty productivity. However, we have uncovered a highly significant difference in the time required to publish articles based on biological sub-discipline. It takes, on average, twice as long for molecular biologists to publish articles than scholars from other sub-disciplines in biology. We believe that this analysis can be used to assess whether this phenomenon generalizes to other disciplines and/or other categories of institutions. 相似文献
As scientific research has taken on increasingeconomic significance so research managementhas become a priority for universities and theState. Over the last two decades,Industry-Liaison Offices have become anestablished part of the infrastructure ofCanadian universities. The managers of theseoffices are the quintessential boundary workerswho are charged with translating academicscience into intellectual property. Someuniversities operate with an `internal' modelwhere the office is fully integrated into theuniversity's structure. Other universitiesoperate with an `external' model where theoffice operates outside the university eitheras a non-profit or a for-profit corporation.This article traces the institutionalization ofthese offices and commercialization in Canadianuniversities. Using documentary analysis andinterviews we document the key issues for thesemanagers in four `case' study universities, asthey attempt to commercialize universityresearch. We describe how these managers`capture the benefits' of discoveries generatedby researchers – the process of identifying,protecting, and exploiting intellectualproperty. Finally, we identify four majorthemes: intellectual property policy; cultureconflict; boundary work; and the public good. We end by raising the question about what islost when `capital' is allowed to enteruniversity culture in such a direct manner. 相似文献
The paper reports studies of segmentation performance by a Nursery group of children, who had not yet started to learn to read, and by Primary 1 and 2 groups, who were in the early stages of learning by a standard method of whole word acquisition combined with letter-sound learning. Rhyme and alliteration production tasks were applied, together with segmentation tasks requiring division of monosyllabic words or non-words of simple or complex structure into two parts, three parts, or as many parts as possible. Performance was related to the hierarchical model of the syllable which distinguishes a two-dimensional (2D) level (onset/rime), a three-dimensional (3D) level (initial consonants, vowel, terminal consonants) and many-dimensional (nD) level (phonemes). The hypothesis that phonological awareness (PA) normally develops down the hierarchy, from larger to smaller units, predicts that segmentation ability should emerge in the sequence 2D 3D nD. In practice, the reverse of this order was found. The results are discussed in relation to theories of the relationship between literacy development and the different levels of PA. 相似文献
This study examined the strategies parents use naturally to help early readers at difficult points of text or pronunciation. Forty‐two children were videotaped reading to a parent. Results suggest parents are not likely to provide specific instructional feedback when listening to their children read. When given, parental feedback tends to be well tuned to the child's reading ability, with parents of less skilled readers providing richer and more varied feedback than parents of more skilled readers. A tree clustering analysis placed parents in one of three groups: 1) ‘Learner centred’ parents use a variety of feedback strategies; 2) ‘Inactive’ parents allow their children to continue uncorrected; 3) ‘Direct’ parents supply the miscued word. The children of ‘learner centred’ parents did not perform as well as children of ‘inactive’ parents on measures of reading ability, possibly because parents of better readers no longer need to be ‘learner centred’. 相似文献
Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand.
Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from semi-structured interviews conducted with key stakeholders in each project, iterative discussions to confirm the findings and secondary document analysis. Common themes from the three cases are examined in relation to innovation system structure and function analysis and agricultural innovation system (AIS) literature. This study builds on the literature attempting to overcome methodological challenges in the applied AIS research space.
Findings: The findings have implications for co-innovation in practice; that there needs to be network-level capability and legitimacy, an understanding of priorities between actors, and adequate resources, to ensure proposed outcomes are likely to be attained.
Practical implications: Practically, project leaders need to ensure they embed an appropriate mix of actors in the research program and they also need to create and encourage room for open and honest dialogue between these actors to develop a shared vision of the future.
Theoretical implications: A conceptual model is developed to highlight and simplify lessons that can inform future projects involving co-innovation approaches to create value in the primary industries and AIS more generally. This model is unique to the applied AIS research space and provides new insights on enhancing the potential value of a co-innovation approach.
Originality/value: The paper adds to current scholarly debates and provides insight to key actions stakeholders need to take to foster co-innovation processes for successful outcomes in extension. 相似文献