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11.
Many cities are trying to attract tourists by investing in urban amenities. Cultural heritage is an important example, and substantial investments are needed to keep ancient inner cities and characteristic monumental buildings in good shape. The costs of these policies are usually clear, and the benefits are often much more difficult to assess. This paper attempts to fill part of this gap by studying the destination choices of urban recreation trips that have urban recreation as the main travel motive. We estimate a discrete choice model for destination choice that takes into account the potential importance of unobserved characteristics. The model allows us to compute the marginal willingness-to-travel for destinations offering more cultural heritage, which we measure as the area of the inner city that has a protected status because of the cultural heritage that is present there. 相似文献
12.
Brent D. Ruben 《Journal of Applied Communication Research》2005,33(4):294-304
The 2004 recipient of NCA's Gerald M. Phillips Award for Distinguish Applied Scholarship, Brent Ruben's professional record spans more than three decades and has focused in four major areas: organizational development, communication/information systems, medical/health communication, and intercultural communication. His publication record and professional presentations are extensive. His work with the Center for Organizational Development and Leadership at Rutgers is especially noteworthy and serves as an example of his best applied work. The reviewers were especially impressed with his most recent book, entitled Pursuing Excellence in Higher Education. His use of Baldrige-based criteria by which to measure excellence is a fine example of applying well-tested standards to the field of higher education. His work represents some of the best in the field of applied communication. 相似文献
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14.
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension 总被引：2，自引：0，他引：2
In this article the development and validation of the Beliefs about Primary Education Scale (BPES) are described. The BPES is an 18-item scale for assessing primary school teachers’ beliefs toward the nature of good education, subdivided in a transmissive dimension (TD) and a developmental dimension (DD). Both dimensions assess beliefs toward the general orientation and objectives of education, the nature of the educational content, and desirable ways of knowledge acquisition. An explorative study (n=352) revealed a two-factor structure. Both dimensions were uncorrelated, which leads to the suggestion that teachers hold layered belief systems. In a following study (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs. 相似文献
15.
There have been relatively few single case studies concerned with the remediation of spelling deficits among developmental
impairments. Among these there have been a small number that targeted specific components of the spelling process and used
linguistic theories as theoretical underpinning for the development of remediation procedures. This single case study examines
remediation of writing skills and aims at evaluating two different lexically based intervention methods, one of which used
Optimality Theory as its basis. We applied a rule-based remediation and an intervention method using whole-word forms to a
child with selective impairments in the lexical-graphemic components. The investigation was done with words in which phoneme-grapheme-correspondences
in word final position change due to voicing neutralization. The individual exhibited a method- and item-specific effect with
respect to the rule-based method. In addition, a transfer effect to untreated items and a generalization effect to untrained
but related tasks was observed. The absence of a method-specific and a generalization effect for the whole-word form intervention
and the success of the rule-based method is determined by the specific cognitive component(s)s that constitute the source
of the deficit and the appropriateness of Optimality Theory to address this particular deficit. 相似文献
16.
Adalberto Aguirre Jr. Ruben Martinez Anthony Hernandez 《Research in higher education》1993,34(3):371-385
This paper examines majority (white) and minority faculty perceptions in academe. It focuses on two general areas of institutional activity: employment and workplace issues, and minority affairs. The data examined in this paper are from a study of faculty at the University of Colorado (CU) system. The faculty sample in this study consisted of 73 minority faculty and 122 majority faculty. The findings reported in this paper show that minority faculty are dissatisfied with certain contexts within the post-secondary education institution, and minority faculty feel excluded from others. Discussion in this paper examines the interaction of status (majority vs. minority) and gender with perceptions of the postsecondary education institution. 相似文献
17.
ABSTRACTIn European higher education, talent-oriented or strength-based education is emerging as a new discourse surrounding the practice of educating for the professional workplace. This approach stresses the role of the personal in the professional, and consequently that personal development and personal flourishing are integral to the professional development of students. In this article, we consider how this orientation resonates with, and even can be a part of, Christian-inspired approaches to higher professional education. Therefore, we first consider this rather recent discourse on talent-oriented education as a part of longstanding pedagogical traditions of professional formation in general; these traditions have stressed the importance of interactions between the “inner” and the “outer” world. Subsequently, we consider the talent-oriented approaches in light of the vocational theories of John Dewey and Eduard Spranger to highlight the focus on the individual development implied in the talent approach. Finally, we examine the relation of the talent approach and vocational theories vis-à-vis Christian notions of professional formation and, specifically, the Christian concept of calling. In the conclusion, we consider the potential and implications of the underlying assumptions and conceptual fundaments of a talent-oriented education for the practice of Christian higher education for professionals. 相似文献
18.
This special issue recognizes EAPRIL as being a platform for practitioner and practice-based research and by organizing the 10th annual conference for practitioner research on improving learning in education and professional practice. Papers in this conference and in this special issue are rooted in practice-based research or practitioner research. They reflect the popularity of practitioner research in vocational teacher education and in universities of applied sciences. Reason enough for the authors of the current paper to reflect on the question: “What is practitioner research?” And, more importantly what makes good practitioner research? Reviews show that people use broad interpretations of the concept, which requires that to clarify the epistemological basis of the relation between research and practice the reflections goes back to Aristotle philosophy. The latter, aiming at discovering what kind of knowledge is obtained, what purpose it serve, and how it differs. This yields a theoretical, and two practical kinds of knowledge. Although all three are relevant, the so called ‘practitioner knowledge’ (the prhonesis and the techne), need more attention in judging the ‘goodness’ of practitioner research. Five principles of validation are mentioned, e.g. the process of meaning making and negotiation, differing from the correspondence between knowledge and the outside world, e.g. validity. These principles provide a possible angle and sometimes researcher follow them implicitly and unconsciously. The articles in this special issue reflects the realisation of many of these principles within the individual studies. The current paper does not intent to give final answers, but rather to trigger a further conversation on the fundamental question of: What is good practitioner research? 相似文献
19.
Ruben Georges Fukkink Noortje Trienekens Lisa J. C. Kramer 《Educational Psychology Review》2011,23(1):45-63
This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills
of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons
from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE = 0.07). The effects of training
were greater for programs working with a standard observation form of target skills that were central to the program. Results
were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome
measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored
using event sampling. Finally, recommendations are made for video feedback design and for future research. 相似文献
20.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
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