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This case study considered the syllabus of the first and second year studies in computer science. The aim of the study was to reveal which topics covered in the syllabi were really needed during the following years of study or in working life. The program that was assessed in the study was a Masters program in computer science and engineering at a university of technology in Finland. The necessity of different subjects for the advanced studies (years 3?–?5) and for working life was assessed using four content analyses: (a) the course catalog of the institution where this study was carried out, (b) employment reports that were attached to the applications for internship credits, (c) masters theses, and (d) job advertisements in a newspaper. The results of the study imply that the necessity of physics for the advanced study and work was very low compared to the extent to which it was studied. On the other hand, the necessity for mathematics was moderate, and it had remained quite steady during the period 1989?–?2002. The most necessary computer science topic was programming. Also telecommunications and networking was needed often, whereas theoretical computer science was needed quite rarely. 相似文献
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Birgit Paju Lauri Räty Raija Pirttimaa Elina Kontu 《International Journal of Inclusive Education》2016,20(8):801-815
Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents’ confidence in and knowledge of teaching SEN pupils. The results indicate that teachers’ qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice. 相似文献
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Minna Vuorela Lauri Nummenmaa 《European Journal of Psychology of Education - EJPE》2004,19(4):423-436
We examined what events cause emotional reactions when students use a web-based learning environment (WBLE) in their studies,
and how the emotions experienced while using the WBLE, emotion regulation strategies and computer self-efficacy are related
to collaborative activities in the environment. Lability of emotional reactions and their regulation in advance directed and
maintained effective collaborative activities in the web-based learning environment. Further, students experienced a wide
range of emotions while using the WBLE and especially the nature of interaction during the activities was important antecedent
of the affective reactions. This result underlines that although the presence of technology is very obvious in web-based learning
environments, it is not, however, prevailing antecedent of the affective reactions experienced while using such learning environments. 相似文献
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This study provides experimental evidence for automatic, relationship‐specific social information processing in 13‐year‐old adolescents. Photographs of participants’ liked, disliked, and unknown peers were used as primes in an affective priming task with happy and angry facial expression probes and in a hypothetical vignette task. For the affective priming, reaction times were faster for congruent than for incongruent prime–probe pairs when the prime visibility was high and the prime–probe stimulus onset asynchrony was long. In the vignette task, participants attributed more hostility toward the protagonist, experienced more anger, and were more likely to retaliate when the disliked peer served as a prime. It is concluded that peer‐relational schemas and related affect are activated automatically upon perception of a peer. 相似文献
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It has been a few years since the Guide to Reference was presented in its online format, and its move from a printed publication to a strictly online publication started with great plans and some publicity. This article reviews the background of this valuable resource and how it has evolved, including its migration to an online platform. In addition, this article discusses the Guide's current format and characteristics, as well as contemplating its future. 相似文献
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Larry L. Fahlberg PhD Lauri A. Fahlberg 《Research quarterly for exercise and sport》2013,84(2):100-109
Abstract Although the physical science approach to the study of movement was originally adopted as sufficient for the study of humans, the limitations of this approach are increasingly being recognized. This recognition of limitations has led to the widespread use of an often confusing variety of research methodologies. The variety of research methods can be readily understood when differentiated in two ways: first, according to the level of reality to which they refer and, second, according to the specific interest in the inquiry—whether the interest is technical manipulation, the understanding of meaning, or emancipation. The necessity for this realities-based framework is grounded in the recognition that the human world of movement, in addition to relating to the material realm, also includes meaning. This framework then provides an integration of ways of knowing and methodologies for one of the most profound scientific potentials necessary for a human science—understanding meaning. 相似文献
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Rebecca J. Glover Prathiba Natesan Jie Wang Danielle Rohr Lauri McAfee-Etheridge Dana D. Booker 《Journal of moral education》2014,43(4):395-412
Explorations of relationships between Haidt’s Moral Foundations Questionnaire (MFQ) and indices of moral decision-making assessed by the Defining Issues Test have been limited to correlational analyses. This study used Harm, Fairness, Ingroup, Authority and Purity to predict overall moral judgment and individual Defining Issues Test-2 (DIT-2) schema scores using responses from 222 undergraduates. Relationships were not confirmed between the separate foundations and the DIT-2 indices. Using the MFQ moral judgment items only, confirmatory factor analyses confirmed higher order constructs called Individualizing and Binding foundations. Structural models using these higher order factors fitted the data well, and findings indicated that the Binding foundations significantly positively predicted Maintaining Norms and negatively predicted both overall moral judgment (N2) and the Postconventional Schema. Neither Individualizing nor Binding foundations significantly predicted Personal Interest. While moral judgments assessed by DIT-2 may not be evoking the MFQ foundations, findings here suggest the MFQ may not be a suitable measure for capturing more advanced moral functioning. 相似文献
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As critical components of the aging continuum of care, senior centers promote older adult health and well-being by providing opportunities for recreation, socialization, nutrition, health education, and access to vital social services. Nationally, a vast network of 11,000 senior centers serves over four million older adults annually. As the United States population ages rapidly, public funding, which is the primary source of support for a majority of senior center services, has remained stagnant. If senior centers are to continue to effectively serve older adults and meet their comprehensive needs, they need to demonstrate their relevance to the community and advocate for increased funding support. This paper explores the policy concerns of senior center administrators, investigates their efforts to influence public policy, illustrates advocacy techniques currently utilized by them, and highlights the learning needs of administrators in this regard. Practice implications for senior centers, their constituents, and gerontological education are provided. 相似文献