Cultural participation in major Chinese cities     

Pascal Courty  Fenghua Zhang 《Journal of Cultural Economics》2018,42(4):543-592

We study the socioeconomic determinants of cultural participation in thirteen major Chinese cities for a broad range of indicators that cover highbrow and popular cultures. Consistent with previous studies from high-income countries, we find strong support for the elitism hypothesis: education and income increase participation in a broad range of cultural activities. There are also some exceptions. Interestingly, we also find a U-shaped relation between participation and city development for free and publicly supplied culture. Moreover, the impact of education, and to some extent also income, is weaker in richer cities. These findings contribute to understanding China’s key policy objective of promoting equal access to culture.  相似文献   

European cultural statistics in a comparative perspective: index of economic and social condition of culture for the EU countries     

Andrej Srakar  Vesna Čopič  Miroslav Verbič 《Journal of Cultural Economics》2018,42(2):163-199

In the article, we present the construction of an index of economic and social condition of culture using datasets of Eurostat’s Cultural Statistics Pocketbooks from 2007 and 2011 and Eurostat’s COFOG data. The datasets allow us a broad perspective over a set of more than 200 variables in 12 domains for the EU-27 member states. Using high-dimensionally adjusted factor analysis (Metropolis–Hastings Robbins–Monro algorithm), we construct an index and determine a set of its several dimensions (as seen from the cultural statistics viewpoint). Using cluster analysis, we determine the general similarities and differences among the analysed countries and show several broadly different groupings that roughly, but not exclusively follow the divide speculated in some previous studies. The analysis therefore brings a novel and statistically developed tool to empirically follow the changes in the economic and social condition of culture from the viewpoint of cultural statistics, while the clustering of models has important consequences for empirical cultural policy and has to be verified in future studies.  相似文献   

Degradation of lead-based pigments by salt solutions     

Eva Kotulanov  Petr Bezdi ka  David Hradil  Janka Hradilov  Silvie &#x;varcov  Tom&#x; Grygar 《Journal of Cultural Heritage》2009,10(3):367-378

Interactions of lead-based pigments with a number of inorganic salts, one of the most dangerous degradation agents of wall paintings, were studied under laboratory conditions. The results were used to interpret colour changes observed in 11th century frescoes from the church of Saint George in Kostoľany pod Tríbečom, the oldest preserved wall paintings in Slovakia. Interactions of selected pigments (lead white, massicot, red lead) with different salt solutions were performed within long-term laboratory experiments. We used a selection of naturally occurring salts (Na₂SO₄, MgSO₄, CaSO₄, NaCl, NaNO₃, Ca(NO₃)₂, Na₂CO₃, K₂CO₃ and urea) and, additionally, a range of synthetic salts that are often applied to the wall paintings during their cleaning and conservation (NaHCO₃, KHCO₃, (NH₄)₂CO₃, NH₄HCO₃). The reaction products were identified by X-ray powder diffraction. Red lead (Pb₃O₄) has a tendency to darken in all salt solutions containing dissolved atmospheric CO₂ due to disproportionation to plattnerite (PbO₂) and cerussite (PbCO₃). Massicot (PbO) in a wet state reacts with atmospheric CO₂ to form hydrocerussite and finally cerussite. Lead white (PbCO₃ and Pb₂CO₃(OH)₂) reacts with sulphates, carbonates and chlorides to form their respective salts in high yield and, sometimes, without any apparent colour change. Samples taken from the dark brown parts of the wall paintings in Saint George's church were analysed using laboratory X-ray powder microdiffraction. The presence of hydrocerussite, cerussite, plattnerite and lead magnesium carbonate was revealed. According to the results of laboratory experiments, the original lead-based pigment of the now darkened parts was red lead.  相似文献   

The positive attitude approach for teaching in higher education: An untrodden path for policy and practice     

Ivana Miočić  Marija Brajdić Vuković  Jasminka Ledić 《European Journal of Education》2020,55(4):560-572

This article reports on a study in which a new conceptual framework for fostering a positive attitude towards teaching in higher education (PATTHE) was developed. The PATTHE framework builds on a holistic four-dimensional theoretical concept and is not limited by the specificity of teaching within a particular discipline or national higher education context. The four dimensions of PATTHE pertain to (a) emotional dimension, (b) professional development, (c) constructivist approaches to teaching, and (d) the teaching and research nexus; all of which are relevant for empowering quality teaching at personal, institutional and/or national higher education policy levels. The purpose of our study was to test and analyse this conceptual framework. Creative qualitative research methods were used including identification of keywords, evoking participant opinions through visual materials, reactions to vignettes, and by documenting discussions regarding the proposed PATTHE conceptual framework. A purposive and critically informed approach was used for the selection of twelve higher education experts as research participants. Responses from the selected education developers were collected through an online protocol system. Research results revealed that participant reflections on a positive attitude towards teaching showed a high level of agreement with the proposed conceptual framework; the proposed theoretical concept is thereby deemed well-constructed and acceptable with minimal extensions.  相似文献   

Book reviews     

Jeremy Kilpatrick  Edmund King  Pierre Ferran  Nicolas Hans  A. Harry Passow  Graeme Kemelfield  Eric Ashby  Mark Blaug  Franklin Parker  F. Walz  Fritz Borinski  Russell F. Farnen  Robert F. Lawson  Horst Magdeburg  Robert J. Havighurst  David A. Walker  Alexandre Vexliard  Josef Havlíček  Otto Peters  Hans Tutken  M. A. Boisard  George Z. F. Bereday 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):83-120

  相似文献   

Democratised Primary School Government: a decade of development, 1976‐1986     

Christine Pascal 《Educational studies》1987,13(3):267-279

  相似文献   

Validity of E-Advice: The Evaluation of an Internet-Based System for Career Planning     

Branimir Šverko  Nataša Akik  Toni Babarović  Ana Bčina  Iva Šverko 《International Journal for Educational and Vocational Guidance》2002,2(3):193-215

The paper provides data on the evaluation of an Internet-based system for self-directed career planning that has been developed in Croatia. Rich in occupational information and career-management advice, this application also contains an interactive questionnaire tapping the client's personal skills and interests. Based on the client's answers, the computer proposes an e-advice– a limited set of occupations that match the users' individual characteristics. The evaluation utilized data gathered from a self-selected sample of users (N = 2,064) and two smaller student samples. Apart from the users' satisfaction, the analyses explored various aspects of e-advice validity: factor structure of users' self-assessments and expert occupational ratings, differences in e-advice given to different groups of users, congruence with the classifications based on Holland's Self-Directed Search, and congruence with the advice given by expert human counsellors. The analyses supported the validity of e-advice. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Does entrepreneurship education matter? Business students’ perspectives     

Egerová  Dana  Eger  Ludvík  Mičík  Michal 《Tertiary Education and Management》2017,23(4):319-333

The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education.  相似文献   

Teacher perceptions of the goals of effective school reform and their own role in it   总被引：1，自引：1，他引：1  

Jana Kalin  Milena Valenčič Zuljan 《Educational studies》2007,33(2):163-175

The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision‐making when faced with professional challenges. The curricular reform in Slovenia has encompassed several areas of teachers’ professional activities. This paper establishes that declarative goals by themselves are not enough for successful introduction of reform, as the achievement of reform goals in practice is highly dependent on teacher perceptions and how actively they are involved in all phases of the reform. The empirical study examined how teachers understand the main aim of the reform, and how they evaluate their own level of competence in areas which have gained in importance as a result of the reform. The study included 468 primary and grammar school teachers. The results show that teachers have a fairly narrow view of the goals of the reform. The categories stressing a more active and responsible role of the learner (in line with modern models of instruction and learner‐centred paradigms of curriculum development) did not rank highly. The study also points at areas where teachers need additional training. The importance of quality teacher education at pre‐service and in‐service levels is stressed as a pillar of effective school reform.  相似文献   

Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism          下载免费PDF全文

Karen Guldberg  Sarah Parsons  Kaśka Porayska‐Pomsta  Wendy Keay‐Bright 《British Educational Research Journal》2017,43(2):394-413

Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC‐funded ‘SHAPE’ project, which adopted a different model of evidence‐based practice, focusing on knowledge co‐construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co‐construction with school practitioners, parents and pupils. Such co‐construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence‐based practice as an alternative to the currently dominant and narrow model of knowledge transfer.  相似文献