Teaching to write collaborative argumentative syntheses in higher education     

Granado-Peinado  Miriam  Mateos  Mar  Martín  Elena  Cuevas  Isabel 《Reading and writing》2019,32(8):2037-2058

Reading and Writing - Writing argumentative syntheses based on multiple sources implies integrating ideas from different, often conflicting, positions. This can promote more constructive learning,...  相似文献   

Meaningfulness of a learning experience: A measure for educational outcomes in higher education     

Miriam Nehari  Hilary Bender 《Higher Education》1978,7(1):1-11

Based on assumptions derived from the humanistic education theory that (1) the learners' perceived meaningfulness of a learning experience is an important measure of the educational outcomes, and that (2) the learner is a legitimate evaluator of his own learnings, this study attempts to develop a conceptual model for the meaningfulness and value of a course of study as judged by students in higher education. The model suggests that in a course, perceived meaningfulness and value are related to the perceived learnings in the cognitive-subject matter, affective-personal, and behavioral domains.A Course Valuing Inventory based on this model has been developed and tested on 141 students, participating in 19 university courses. Testing the Inventory showed that it is reliable, and that the relationship between the perceived learnings in the course and its value are as established by the conceptual model. It was also found that the tool successfully differentiates between graduate and undergraduate students, as has been hypothesized.The study was supported in part by the Jewish Memorial Foundation.  相似文献   

Eloise Remembering     

Miriam Wise Andrews 《The Educational forum》2013,77(2)

  相似文献   

INTERVENTION PROGRAMS AND RESEARCH IN JEWISH EDUCATION: Issues and Concerns*     

Miriam Ben‐Peretz 《Journal of Jewish Education》2013,79(1-2):11-19

  相似文献   

Building happiness,resilience and motivation in adolescents: a positive psychology curriculum for well-being     

Miriam Landor 《Educational Psychology in Practice》2013,29(3):329-330

  相似文献   

Moral and Religious Training in the Modern Jewish Home     

Emanuel Gamoran 《Religious education (Chicago, Ill.)》2013,108(10):915-919

  相似文献   

白杨礼赞     

Miriam C.Daum  贾庆文 《海外英语》2009,(4):50-51

昨天是亚伯拉罕·林肯200岁的生日。全国都用演讲和歌唱会的形式来纪念我们的第16位总统的非凡人生。但在我们附近地区，庆祝活动延伸到纪念另一个历史事物。  相似文献   

No Shelf Required 2: Use and Management of Electronic Books edited by Sue Polanka     

Miriam Carruthers 《Medical reference services quarterly》2013,32(1):127-128

  相似文献   

Scottish higher education, 1987–2001: expansion through diversion     

Cristina Iannelli  Adam Gamoran 《牛津教育评论》2013,39(6):717-741

A pressing question about the expansion of higher education is whether it tends to be inclusive, in the sense of bringing in larger proportions of persons from disadvantaged backgrounds, or diversifying, in that higher education tends to differentiate as it expands, or both, by bringing more persons into an increasingly stratified system of higher education. This paper addresses the question with evidence on higher education expansion in Scotland. Data are drawn from six waves of the Scottish School Leavers Survey from the late 1980s to the start of the new millennium. Binary and multinomial logit models are estimated to examine changes in inequality during this period, which was characterised by substantial expansion in both secondary qualifications and postsecondary enrolment. The results show that, in contrast to the general pattern of stable inequality observed in most nations, overall social inequalities in Scottish higher education enrolment declined over time. However, this decline did not occur in all sectors but was limited to the lowest-status institutions. These findings illustrate how expansion can serve both inclusive and diversifying ends.  相似文献   

Involving Older Adults as Co-researchers in Social Work Education     

Carolyn Gutman  Shira Hantman  Miriam Ben-Oz  Wendy Criden  Roxana Anghel  Shula Ramon 《Educational gerontology》2013,39(3):186-197

This article examines the contribution of older adults as co-researchers to the evaluation of a gerontological social work course. The evaluation was conducted at an Israeli college as part of a collaborative project with a United Kingdom university. Here, we follow the older adults who are service users through their transition to the role of co-researchers and reflect on their experiences in the process. Insights gained by the different stakeholders from the co-researching experience are discussed, and the growing interest in service-user contributions to social work education in various fields such as aging and disabilities is recognized.  相似文献