A Companion to Contemporary Political Philosophy (Blackwell Companions to Philosophy)     

NANCY E. SNOW 《Philosophical Books》1995,36(1):67-69

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Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes     

SANNA JÄRVELÄ  SIMONE VOLET  HANNA JÄRVENOJA 《教育心理学家》2013,48(1):15-27

In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive–situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained motivation in collaborative learning activities, the social is mainly conceived as a unidirectional source of influence on individual motivation. In the article we examine the significance of motivation in research on collaborative learning. We discuss two characterizations of the role of the social in conceptualizations of motivation, namely, social influence and social construction, and outline our case for moving beyond the cognitive–situative divide and combining individual and social processes in research on motivation. Finally, we present illustrations from recent research on motivation in collaborative learning that has attempted to bridge the cognitive–situative divide across theoretical perspectives or using different methods.  相似文献   

A multidimensional adapted process model of teaching     

Metsäpelto  Riitta-Leena  Poikkeus  Anna-Maija  Heikkilä  Mirva  Husu  Jukka  Laine  Anu  Lappalainen  Kristiina  Lähteenmäki  Marko  Mikkilä-Erdmann  Mirjamaija  Warinowski  Anu  Iiskala  Tuike  Hangelin  Sanna  Harmoinen  Sari  Holmström  Anni  Kyrö-Ämmälä  Outi  Lehesvuori  Sami  Mankki  Ville  Suvilehto  Pirjo 《Educational Assessment, Evaluation and Accountability》2022,34(2):143-172

Educational Assessment, Evaluation and Accountability - In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as...  相似文献   

Sustainable development in early childhood education: in‐service students' comprehension of the concept     

Eva Ärlemalm‐Hagsér 《Environmental Education Research》2011,17(2):187-200

The purpose of this article is to explore day care attendants' comprehension of the concept of sustainable development (SD) and to analyse the associated pedagogical practices at their place of work in pre‐schools. The empirical data comprise written exam reports from 32 practising day care attendants attending an in‐service education course. The participants study early childhood education (ECE) part time at Mälardalen University, Sweden, and the rest of their time they work in their pre‐schools. The analysis was based on a qualitative content analysis approach, and the results show a multi‐faceted understanding of the concept. SD was seen as a holistic approach, an environmental issue or a democratic issue. The article explores how these different ways of approaching the concept relate to different attitudes and day‐to‐day practices in the pedagogical programme in the pre‐schools.  相似文献   

7招教你提高学习效率     

NANCY SHUTE 《海外英语》2010,(9)

每日沉浸在书海中的你是否总是觉得时间不够用,恨不得每天24小时都用来学习?完全不必,下面的7招就教你学会充分利用时间,在同样的时间内学到更多知识,从而提高学习效率.  相似文献   

Experiences with bilingual publishing: surveys of authors and editors          下载免费PDF全文

Elke BARTHOLOMÄUS  Sandy GOLDBECK‐WOOD  Meike SEWERING  Christopher BAETHGE 《Learned Publishing》2015,28(4):283-291

Bilingual publishing has become a strategy employed by journals from the non‐Anglophone world to gain wider recognition. Beyond anecdotal evidence, however, there are no published accounts of the experiences of editors and authors of bilingual journals with the process of bilingual publication. It is also unclear how authors writing in bilingual journals judge the quality of the translations and whether they consider this sort of publishing as beneficial for their aims. Consequently, we carried out two surveys: one among editors of bilingual journals and one anonymous survey among authors and translators of articles published in Deutsches Ärzteblatt International, the bilingual journal of the German Medical Association. Eight of nine journals as well as 233 of 353 authors and 4 of 6 translators took part. Most journals reported that bilingual publication helped in becoming indexed in important databases (e.g. Medline), receiving or improving an Impact Factor, and in attracting authors. All journals plan to continue publishing bilingually. Authors were ‘satisfied’ (40.8%) or ‘very satisfied’ (57.8%) with translations. Almost all (96.7%) were in favour of bilingual publication of their work. They did not view an English translation as an obstacle to another related English language paper. Translators highlighted challenges relating to specialized terminology and to terms specific to the regional healthcare system.  相似文献   

Reading in a Wider Context: Things Being Various     

NANCY ELLIOTT 《English in Education》1973,7(2):16-20

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Children and stories: their own and other People's     

NANCY MARTIN 《English in Education》1972,6(2):43-54

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Cognitive processing and developmental changes in finnish school students: Comparison between normal and language impaired (dysphasic) students     

Seija M. Äystö 《European Journal of Psychology of Education - EJPE》1998,13(2):187-206

Course of cognitive development was investigated in a sample of normal school students (N=163) in the middle part of Finland by giving the students tests of four cognitive functions that were categorized according to the PASS theory of intelligence (planning, attention, simultaneous and successive processing). Subsequently, a group of students in special education (N=60, language impaired school students) was also studied for possible deviations in cognitive development. The age of the students varied from 7 to 19 years. Three main goals were (1) to study developmental trends of cognitive functions across three different age groups of school students and in two samples, (2) to identify distinct cognitive subgroups and profiles among the students, and, (3) to compare the cognitive profiles of normal and language impaired (dysphasic) students. First, in a cross-sectional design, it was seen linear cognitive trends for all PASS tasks, however so, that for the language impaired group the cognitive development was not as salient as for the normal students. Especially successive processing did not show developmental trend in the sample of language impaired (dysphasic) students. Secondly, a cluster analysis procedure following a factor analysis demonstrated two very distinct cognitive subgroups among the normal and dysphasic students. The subgroups in both separate samples differed from each other in successive and simultaneous processes. Additionally, the two subgroups of the normal students differed from each other also in planning. Thirdly, compared to the normal students, the dysphasic highly functioning subgroup did worse than normals in nonverbal successive ordering, but did better in verbal successive task. Contrary to expectations, the deviation was not on the verbal but instead on a nonverbal task. Need for extending PASS research into other types of learning problems (such as arithmetics, severe learning disability) is articulated. Pragmatically, observed minor differences in cognitive structure between the two student samples refer to differential remediation and skill training.  相似文献   

The Consent Theory of Obligation     

NANCY E. SNOW 《Philosophical Books》1988,29(4):239-241

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