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51.
The authors have studied heterogeneity in reporting behavior and its impact on the analysis of self-reports about students’ dishonest behavior in schools. Two hundred sixty-five randomly chosen, seventh-grade students (typically 12 years old) from lower secondary schools in Prague 6, a district in the capital of the Czech Republic, participated in this survey. The results of the self-reports, adjusted for heterogeneity, are highly related to students’ levels of academic achievement and their parents’ education and partly related to their gender, while unadjusted self-reports are only slightly related to the level of parents’ education. The authors also show differences in the reporting behavior across diverse subdomains of school behavior and suggest using anchoring vignettes closely related to the domain described in the self-reports. 相似文献
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D.D. Šiljak 《Journal of The Franklin Institute》1973,295(6):469-476
A purely algebraic algorithm is developed for testing positive real character of real rational functions and matrices relative to the unit circle in the complex plane. Since the algorithm is entirely recursive and is performed in finite number of steps, it is suitable for machine computations. 相似文献
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Nada Trunk Širca Bojan Nastav Dušan Lesjak Viktorija Sulčič 《Higher Education in Europe》2006,31(1):53-64
Developments in higher education are taking place in the wider context of globalisation, the Lisbon strategy and within the framework of the Bologna Process. Designing and developing Bologna programmes by taking into account the needs of the economy is a tool for successful quality assurance in higher education and for close cooperation with the environment. Our contribution aims to present the process of first cycle study programme formation and is based on a case study. By studying three groups of stakeholders, involved in the renewal of the study programme (teachers, students and employers), competences were thoroughly researched. It was found that graduate competences included in the questionnaire are of utmost importance and that they do not differ substantially from the competences of graduates in business studies presented in similar research (e.g. The Tuning Project of the European Commission, and the work carried out by the EFMD – the European Foundation for Management Development). 相似文献
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Families of children on the autism spectrum: experience of daily life and impact of parent education
Information and support for families of children on the autism spectrum is limited in south-east Europe. A three-year project, Equity and Social Inclusion Through Positive Parenting (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre- and post-PE questionnaires and semi-structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experiences of stigma and social exclusion and concerns for the future. The value and benefit of PE is identified, and recognition of its impact within Croatia has ensured its ongoing provision. 相似文献
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Nalini Pather Phil Blyth Jamie A. Chapman Manisha R. Dayal Natasha A.M.S. Flack Quentin A. Fogg Rodney A. Green Anneliese K. Hulme Ian P. Johnson Amanda J. Meyer John W. Morley Peter J. Shortland Goran Štrkalj Mirjana Štrkalj Krisztina Valter Alexandra L. Webb Stephanie J. Woodley Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. 相似文献
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The paper describes the history, results and teaching experiences associated with an educational project eDIHO that was designed as a model of teacher education enabling student teachers to teach online. The paper analyses and evaluates practical experiences gained in project activities and summarises methodological perspectives for the online support of primary school educators and those in teacher education courses. Online‐Unterstützung von Grundschülern: das eDIHO Projekt In diesem Papier werden die Entwicklung, die Ergebnisse und die Lehrerfahrungen geschildert, die am Unterrichtsprojekt eDIHO , das als Lehrerbildungsmodell zur Befähigung von Studenten zum Online‐Lehren entwickelt worden war, gewonnen wurden. Der Beitrag analysiert und evaluiert praktische Erfahrungen, die bei der Arbeit in diesem Projekt gewonnen wurden und stellt die methodologischen Perspektiven für die Online‐Unterstützung für Grundschüler und die für die Lehrerbildung zusammen. Soutien en ligne pour les élèves de l’école primaire:projet eDIHOS Cet article décrit l’histoire, les résultats et les expériences d’enseignement associées à un projet éducatif eDIHO qui a été établi comme maquette de formation des Maîtres permettant aux futurs professeurs d’enseigner en ligne.Cette étude analyse et évalue les expériences pratiques acquises dans les activités du projet et résume les perspectives méthodologiques qui s’offrent au soutien en ligne tant pour aider les éducateurs du primaire que ceux qui donnent des cours de formation des maîtres. 相似文献