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Larisa A. Olesova Anne Driscoll Melville 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):287-299
The online environment presents a unique challenge to higher education. Shifting from the face- to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming with subject librarians to design and build in teachable moments. This case study discusses one such successful partnership from designing the course to choosing and embedding library resources and finally to the learning outcome of the online course. 相似文献
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Larisa Shambaugh Cheryl Graczewski Susan Bowles Therriault Marlene J. Darwin 《Journal of Education for Students Placed at Risk》2013,18(1):59-74
The current education policy environment places a heavy emphasis on scientifically based research. This article examines how whole school improvement models approach the development of a research agenda, including what influences and challenges model providers face in implementing their agenda. Responses also detail the advantages and disadvantages model providers see in using internal and external research teams to carry out their research agenda. In addition, the article addresses common themes about how model providers believe their research agenda interacts with the public realm, including how education consumers use research in selecting a whole school improvement model and how their models are portrayed in systematic reviews of their models' research. 相似文献
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In 2006, the Ministry of Higher Education, Malaysia, recommended that all public institutions of higher learning in the country incorporate soft skills formation into their curricula. This qualitative study aimed to explore Malaysian students?? expectations of university education with a special focus on the acquisition of soft skills and to examine the students?? perceptions of the instructors?? and the courses?? effectiveness in fulfilling their educational agendas. Ninety-six students at Universiti Malaysia Sabah (UMS) participated in this study. The findings revealed that their educational expectations were varied and diverse and could be separated into three categories, such as ??Life Skills??, ??Subject Matter (Hard Skills)??, and ??Soft Skills??. The students considered soft skills formation as an important part of university education. However, not all of the soft skills identified by the Ministry of Higher Education, Malaysia, were mentioned by the respondents. The article discusses the implications of the study??s findings for Malaysia??s higher education policy. 相似文献
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This paper presents a case study of two California school districts, San Francisco and Oakland, each of which have implemented their own versions of what is popularly known as a weighted student formula (WSF). One primary goal of the WSF policy is to increase the equity with which resources are distributed to schools. With respect to equity, the findings suggest that for particular schooling levels per-pupil spending became more responsive to student poverty and that the increase in responsiveness appears to have coincided with implementation of the WSF in the two districts. Moreover, each district relies on a different mechanism for driving resources to the schools: San Francisco relying to a greater degree on the unrestricted funds, while Oakland relies more heavily on restricted sources which, as directed by law, drive dollars to special need populations. Interestingly, neither district exhibited any significant change in the distribution of teacher experience after implementation of their SBF models; schools serving the highest proportion of students from low-income families continued to employ teachers with the least experience after implementation of the SBF models. While an additional goal of WSF was to drive more resources down to the school level to be spent, our analysis found little substantial change in the proportion of resources expended at the school versus the district level. 相似文献
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This study examines metaphors about learning produced by a group of eighteen students at a big public university in Malaysia.
The learner perspective is placed within a wider discourse on education in order to explore whether the images employed by
the learners to describe their learning reflect the dominant conception of education as “production”. The metaphors supplied
by the participants were analyzed and classified into several themes. None of the metaphors generated by the students alluded
to the images that link education with “production”. The study contends that the student perspective on education can enrich
educational discourse and highlight the previously obscured notions on education and learning. 相似文献
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Larisa Shavinina 《High Ability Studies》1996,7(1):91-98
Traditionally psychologists study various characteristics and traits of giftedness (i.e. its external manifestations). However, new perspectives on intellectual giftedness arise from the study of its inner mechanisms, which make it possible to understand the psychological basis of giftedness. The objectivization of cognition can be viewed as one such mechanism. This occurs when the cognition of an individual goes beyond the limits of the subjective space into the “superpersonal world”, beyond the world of everyday interests, where the global problems of civilization, human beings, natural existence, and science are dominant, and where human thinking is concentrated on the analysis of the objective events of reality. This phenomenon is seen in the work of Jean Piaget, Albert Einstein, R.B. Woodward, and especially the Russian scientist V.I. Vernadsky. 相似文献
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Larisa Nikitina 《Cultura y Educación》2016,28(4):863-879
This pedagogically-oriented study investigated cultural representations of Portugal held by 29 learners of Portuguese in a large public university in Malaysia. The main purpose of this study was to demonstrate how these representations could be employed for teaching the cultural component of the Portuguese language programme. During the content analysis, representations of Portugal provided by the respondents were divided into 11 categories. The study then assessed salience and favourability of each category of images. The findings revealed that the language learners’ representations of Portugal were for the most part positive. The images referring to Portuguese people formed the largest and most salient category. Overall, the students’ representations of Portugal tended to be simplistic and included ubiquitous stereotypes. A discussion of pedagogical implications arising from these findings concludes the article. 相似文献