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61.
对大部分人来说,当我们讨论学习时,我们会不可避免地将其与正规的教育系统联系起来。但任何关于ICTs在儿童学习中角色的研究都使我们认识到,在校外情景中,儿童非常容易沉浸于ICTs相关的活动中,这就迫使我们必须用更广阔的视角来审视包括学校、家庭、休闲、图书馆、博物馆等在内的"教育生态学"。本综述首先对"非正规学习"进行了界定,指发生在学校环境之外,数字技术支持或与数字技术交互的非正规学习;接着讨论了本研究所依据的学习的核心理论以及在ICTs支持的关于学习的研究中不断产生的新的学习理论;勾勒出儿童在校外获取和使用数字技术的情景;然后基于已有的关于技术支持的非正规学习的案例,总结提炼出技术支持的非正规学习的关键特征;最后对这些研究的理论和政策含义进行了深入的研究和剖析。 相似文献
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Staples Kiri Klein Rhiannon Southwick Tosh Kinnear Lacia Geddes Carol Gingell Judy 《Tertiary Education and Management》2021,27(3):209-225
Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards... 相似文献
64.
Under the authoritarian regime, policies on higher education were mostly produced by the Excutive. First of all, an Educational Reform made up for the rapid expansion of a huge private sector where small teaching institutions prevail and which now absorbs over 60% of Brazilian students. The public sector, in turn, was substantially improved: the number of full time faculty increased and teachers in the federal universities were encouraged to apply for a M.A. or a Ph.D. and to get involved with research activities. Meanwhile, a dual funding system (teaching and research) emerged which was responsible both for the creation of graduate programmes all over the country and for the expansion of a research infrastructure. The civilian government (1985 on) brought policy making out of the bureaucracy and into the Congress. The new Constitution granted the university a degree of autonomy it had never enjoyed before which, however, is still to be regulated by further legislation. Policy initiatives driving at institutional differentiation and at performance assessment have systematically failed to become effective due to resistances within the university itself. Meanwhile financial stringency at a time of recession necessarily leads to reductions in funding, notably for research. 相似文献
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Salivary cortisol as a predictor of socioemotional adjustment during kindergarten: a prospective study 总被引:2,自引:0,他引:2
Smider NA Essex MJ Kalin NH Buss KA Klein MH Davidson RJ Goldsmith HH 《Child development》2002,73(1):75-92
This study, based on a sample of 172 children, examined the relation between average afternoon salivary cortisol levels measured at home at age 4.5 years and socioemotional adjustment a year and a half later, as reported by mothers, fathers, and teachers. Cortisol levels were hypothesized to be positively associated with withdrawal-type behaviors (e.g., internalizing, social wariness) and inversely related to approach-type behaviors, both negative and positive (e.g., externalizing, school engagement). Higher cortisol levels at age 4.5 predicted more internalizing behavior and social wariness as reported by teachers and mothers, although child gender moderated the relation between cortisol and mother report measures. An inverse relation was found between boys' cortisol levels and father report of externalizing behavior. A marginal inverse relation was found between child cortisol levels and teacher report of school engagement. Behavior assessed concurrently with cortisol collection did not account for the prospective relations observed,suggesting that cortisol adds uniquely to an understanding of behavioral development. 相似文献
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Constructing Scientific Explanations Through Writing 总被引:4,自引:0,他引:4
Perry D. Klein 《Instructional Science》2004,32(3):191-231
This study examined the writing strategies andtext characteristics associated withdiscovering a scientific principle by writingabout an experiment. Sixty-four universitystudents (non-science majors) carried out aphysics experiment concerning either buoyancy,or the forces acting on a balance scale, thenwrote an informal journal-style note about itwhile thinking-aloud. They providedexplanations of the phenomena beforeexperimenting, immediately after experimenting(before writing), and again after writing aboutthe experiment. Students' verbal protocolswere segmented and writing operations wereidentified; the rhetorical structures of theirtexts were analyzed; and each students' levelof general writing strategy was identified. Afactor analysis showed that six componentsaccounted for 76% of the variance in thesemeasures. Logistic regression analysis showedthat type of science experiment and two writingfactors, Problem Solving and Comparisons inText, discriminated 86% of cases in whichstudents made explanatory gains during thewriting interval. The results generallyexemplified a metacognitive, problem solvingmodel of writing to learn. However, incontrast to dominant metacognitive models,setting content goals, applying moderatelysophisticated writing strategies, and extensiveuse of content sources were important for learning. 相似文献