Where is my attention? Children’s metaknowledge expressed through drawings     

Sara Pezzica  Giuliana Pinto  Lucia Bigozzi  Claudio Vezzani 《教育心理学》2016,36(4):616-637

The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight.  相似文献   

Our shrinking ozone layer     

Shashi K. Pathak  Nigel J. Mason 《Resonance》2002,7(12):71-80

Depletion of the Earth’s ozone layer is one of the major environmental concerns for the new millennium having serious implications on human health, agriculture and climate. In the past decades, research by the international scientific community has been directed towards understanding the impact of human interference on the Earth’s atmosphere. The importance of ozone radiation absorption in the atmosphere and the general kinetics of the stratospheric ozone depletion mechanisms have motivated many theoretical and experimental studies on various chemical species. The distribution of ozone and other trace gases in the atmosphere is governed by the complex interaction of dynamical, chemical and radiative processes. This article concentrates on the basic concepts underlying the problems that may be faced by humankind due to reduction in the ozone layer in coming decades, and the ways in which the scientific community can contribute to predicting and remediating these effects through design of international treaties, regulations and amendments.  相似文献   

Outcomes of a conference on conferencing     

Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(1):68-68

  相似文献   

Education,policy and poverty reduction     

Mark Mason 《International Journal of Educational Development》2012

  相似文献   

Educational opportunities based on the university-industry synergies in an open innovation framework     

Óscar Lucia  José M. Burdio  Jesús Acero  Luis A. Barragán  José R. Garcia 《European Journal of Engineering Education》2012,37(1):15-28

Collaboration between Industry and University is becoming more important in order to improve the competitiveness of the research and development activities. Moreover, establishing synergies to bridge the gap between the academic and industrial spheres has demonstrated to be advantageous for both of them.

Nowadays, Industry is moving towards an open innovation structure, in which external agents as universities play a key role. Besides, University is also seeking a more active learning methodology to improve the education of students for the real world. Considering this framework, a special effort should be done to take advantage of the collaborative work between Industry and University.

The aim of this paper is to present the collaborative framework and the benefits obtained of the educational activities as a consequence of the long-term collaboration established between the University of Zaragoza and the Bosh and Siemens Home Appliances Group. The key stones of the collaboration are presented, and the positive outcomes for the students are highlighted. The strengths, weaknesses, opportunities, and threats of the proposed program are also discussed.  相似文献   

Entrepreneurial learning: conceptual frameworks and applications     

Chris Mason 《Action Learning: Research and Practice》2012,9(1):98-100

  相似文献   

Are Student Protests in Arab States Caused by Economic and Political Grievances? Empirical Evidence from the 2006–07 Arab Barometer     

M. Najeeb Shafiq  Jessica Mason  Taylor Seybolt  Kristin DeLuca 《Peabody Journal of Education》2014,89(1):141-158

We investigate the nature of protests by students (age 18 and older) in Algeria, Jordan, Morocco, and Yemen by using subsamples of students from nationally representative and acclaimed public opinion data (the 2006–07 Arab Barometer). We find between 22.1% (Jordan) and 54.7% (Yemen) participated in either the signing of petitions, or marching in street protests, or both between the years 2003–07. To explain student protest participation, we draw from the political economy literature to test four grievance-based hypotheses that link protest to student perceptions on the performance of the economy, personal family socioeconomic status, political exclusion, and preference for democracy. Ordered probit regression analyses indicate that students protest for different reasons in the four countries. We find statistical evidence that student protests are associated with grievances about the economy (Algeria and Morocco) and lack of democracy (Algeria only). Joint hypothesis tests reveal that the four grievances jointly matter in Algeria, Morocco, and Yemen but not Jordan.  相似文献   

Stress priming and statistical learning in Italian nonword reading: evidence from children     

Lucia Colombo  Chizuru Deguchi  Magali Boureux 《Reading and writing》2014,27(5):923-943

Italian has regular spelling-sound correspondences; however, assignment of lexical stress is unpredictable. Sensitivity to stress neighborhood information was investigated by constructing three types of three-syllabic nonwords: nonwords with word-endings characterized by a strong neighborhood of dominant stress words (dominant), nonwords with word-endings characterized by a strong neighborhood of non-dominant stress words (non-dominant), and nonwords with word-endings characterized by weak and/or inconsistent stress neighborhoods (ambivalent). Examples of these three types of nonwords were used as targets in a priming experiment. Examples of two of these types of nonwords (dominant and non-dominant) were used as primes. Adults (Experiment 1) and second and fourth-grade children (Experiment 2) were tested in a reading aloud task, and percentage of responses with dominant stress was measured. Children were sensitive to item-specific stress neighborhood information, but less so than adults. Children demonstrated more marked effects of dominant stress, effects that appear to decrease with age. Children also showed smaller effects of prosodic priming compared to adults. The results are in line with a statistical approach to learning.  相似文献   

Adult education and the future of work     

Robb Mason 《Studies in Continuing Education》2013,35(1):4-18

This paper puts forward the proposition that in times of fiscal stringency adult educators have relied on two basic responses: either align programs to suit current political imperatives or bring pressure to bear to maintain the status quo. However, neither of these may be adequate to cope with what now appears to be a more fundamental change in our economy resulting in permanently high unemployment and the increasing importance of work in the informal economy. These two factors emphasise the difficulty of continuing to accept the current work‐leisure dichotomy that underlies much of our thinking and presage a dramatic change in the ways some people may have to gain their livelihood. Adult educators have had a significant role to play in individual and community economies but this is largely unrecognised due to the fact that adult education practitioners have tended to justify their work on quality‐of‐life or numbers grounds. Such justifications may no longer be adequate. If adult educators wish to maintain their programs in hard financial times they certainly have the capacity to do so but they will have to rethink their rationale, reject outmoded beliefs and patterns and justify their work through the outcomes of their programs and not just the outputs.  相似文献   

Education And Human Values by John Martin Rich. Reading,Mass. Addison-Wesley Publishing Co., 1968. xii + 163 pp     

Robert E. Mason  David E. Engel 《The Educational forum》2013,77(1):151-152

  相似文献