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Phillip A. Towndrow 《Asia Pacific Journal of Education》2004,24(1):105-116
Recent educational reforms in China are placing increasing emphasis on the integration of new technologies in the English language curriculum. At the same time, a debate has begun concerning the effectiveness of Information Technology (IT) usage in transforming language pedagogy in the Chinese context. In response to points made in the discussions published to date, this paper describes an attempt to instill new ways of viewing the potential of IT with a group of practicing teachers studying for a Post‐graduate Diploma in English Language Teaching in Singapore. End‐of‐course survey data were used to identify what the trainees found surprising about the course. This method uncovered some of their hopes and fears about using IT in their future classes and provided clues as to how to bring about positive learning outcomes with IT. Discussion of the results shows that Chinese teachers share similar challenges as their counterparts in the West when it comes to using IT for the first time. The paper ends with a string of suggestions about how to begin the process of innovation with IT, both in and beyond China. 相似文献
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Phillip Jones 《Pastoral Care in Education》2000,18(4):19-25
The paper examines how the author has used what he calls action learning to encourage pupils to learn about citizenship in a secondary school. The paper argues that citizenship can be learnt by engaging young people in projects and other activities, which encourage them to develop an understanding of the responsibilities and skills needed to become citizens in society. The paper goes on to describe a small-scale research project which sought to assess the pupils' reactions to action learning. The young people's responses bring to life what they have learnt from their involvement in the action learning projects and how it has helped them to develop as citizens. 相似文献
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Patrick Coldstream 《Higher Education Quarterly》1989,43(2):99-107
This paper explores the concept of matching the activities of higher education institutions to the needs of a wider society. The author recognises that universities and polytechnics have absolute loyalties beyond the market-place. Nevertheless, now as never before there is an environment in which mututally advantageous relationships between higher education and the world of industry can be developed. 相似文献
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Maternal Unresponsiveness and Child Disruptive Problems: The Interplay of Uninhibited Temperament and Dopamine Transporter Genes 下载免费PDF全文
This study examined how and why dopamine transporter (DAT1) susceptibility alleles moderate the relation between maternal unresponsiveness and young children's behavior problems in a disadvantaged, predominantly minority sample of 201 two‐year‐old children and their mothers. Using a multimethod, multisource design, the findings indicated that a genetic composite of DAT1 susceptibility alleles (rs27072, rs40184) potentiated associations between maternal unresponsive caregiving and increases in children's behavior problems 2 years later. Moderator‐mediated‐moderation analyses further revealed that the DAT1 diathesis was more proximally mediated by the potentiating effects of children's uninhibited temperament in the pathway between maternal unresponsiveness and disruptive behavior problems. Results are interpreted in the context of supporting and advancing the biosocial developmental model (Beauchaine & Gatzke‐Kopp, 2012). 相似文献
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Positive claims about place pedagogy in education are problematized through this small-scale interpretive study of internationally mobile students’ experiences of outdoor environmental education. Of specific interest in this empirical study of learners’ pedagogically constructed experiences of place are the fluid subjectivities, cultural dispositions, environmental consciences, and ecological assumptions they already bring ‘globally’ to the ‘place’ of the educational intervention, and the hybrid ‘splaces’ we conclude they then temporarily embody – at least, during and after the experience. The study empirically advances an ongoing need for post-critical inquiry in environmental research by incorporating a range of theoretical and conceptual resources that work the boundaries, ‘margins’, and tensions that lie somewhere ‘in-between’ the spatially projected place/local and planet/global discourses. 相似文献
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Miller Andrew F. Park Younghee Conway Patrick Cownie Charles T. Reyes John Reynoso Myra Smith Annie 《The Urban Review》2022,54(3):481-508
The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and... 相似文献
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The study examined the moderating role of children's affect-biased attention to angry, fearful, and sad adult faces in the link between interparental conflict and children's distinct forms of involvement. Participants included 243 preschool children (Mage = 4.60 years, 56% female) and their parents from racially (48% African American, 43% White) and socioeconomically (median annual household income = $36,000) diverse backgrounds. Data collection took place in the Northeastern United States (2010–2014). Utilizing a multi-method, multi-informant, longitudinal design, attention away from anger selectively amplified the link between interparental conflict and children's subsequent coercive involvement (β = −.15). Greater attention to fear potentiated the pathway between interparental conflict and children's later cautious (β = .14) and caregiving involvement (β = .15). Findings are interpreted in the context of environmental sensitivity models. 相似文献