Learning-based curriculum development     

Claus Nygaard  Thomas H?jlt  Mads Hermansen 《Higher Education》2008,55(1):33-50

This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions” presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially relevant to those responsible for curriculum development.  相似文献   

Gender Differences in Attachment Styles Regarding Conflict Handling Behaviors Among Turkish Late Adolescents     

?zlem Kara&#;rmak  Nagihan O&#;uz Duran 《International journal for the advancement of counseling》2008,30(4):220-234

This study was designed to examine gender differences in attachment styles and explore the relationship between attachment styles and preference for conflict handling behavior in close relationships among Turkish adolescents. The participants comprised 371 Turkish undergraduate students (252 females and 119 males; with a mean age of 21.98 years; standard deviation 1.18) enrolled in different departments of the Faculty of Education at Middle East Technical University in Ankara. A Turkish version of Bartholomew and Horowitz’s (J Pers Soc Psychol, 61:226–244, 1991) Relationship Questionnaire (RQ) and the Conflict Questionnaire (CQ) developed by Tezer (J Psychol, 130:281–292, 1996) were used to obtain data. Intercorrelations among four attachment style subscales, and correlation coefficients among four attachment styles and five conflict handling behaviors were computed in addition to a series of ANOVAs and ANCOVAs. Results revealed an association between attachment styles and conflict handling, as well as gender differences in attachment styles.  相似文献   

The viralization of online education: Learning beyond the time of the coronavirus     

Rossini  Tatiana Stofella Sodré  do Amaral  Miriam Maia  Santos  Edméa 《Prospects》2021,51(1-3):285-297

PROSPECTS - In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes...  相似文献   

Global and local priorities in higher education policies: a headache at the national level?     

Sakari?AholaEmail author 《Tertiary Education and Management》2005,11(1):37-53

In November 2001 the Finnish Ministry of Education published a working group report on the internationalisation strategy for higher education, and shortly after another report concentrating on the local dimensions and effects of higher education. In the era of internationalisation and globalisation, local concerns seem to be so great that the Ministry intends to add a third mission in the University Act along with the traditional quests of research and teaching. Thus, in the future, Finnish universities are obliged to act in collaboration with their local environment. This paper analyses the proposals and argumentation of the two reports, aiming, in particular, at discovering the intersections and contact surfaces of the global and local. Finnish developments and discussion will be analysed against the ideas of glonacal agency heuristic presented by Marginson and Rhoades.  相似文献   

The fine-grained spatial abilities of three seed-caching corvids     

Gibson BM  Kamil AC 《Learning & behavior》2005,33(1):59-66

We used a psychophysical method to examine the ability of three corvid species to discern fine-grained spatial information. Nutcrackers, pinyon jays, and scrub-jays were required to discriminate the distance between two landmarks on a computer screen in an operant chamber. All three species were able to discriminate between arrays that differed by 20 mm; the discrimination gradients for scrub-jays and pinyon jays were sharper than those for nutcrackers, however. The results suggest that differences in spatial memory among these species are not related to differences in fine-grained perception.  相似文献   

An ecological perspective on early years workforce competences in Italian ECEC settings     

Laura Migliorini  Nadia Rania  Tatiana Tassara 《Early Years: An International Journal of Research and Development》2016,36(2):165-178

Based on an ecological perspective on competence, this study analyzed the attitudes, skills, and knowledge of practitioners in educational services for 0–6-years-old children in Italy, examining competence profiles in the Early Childhood Education and Care (ECEC) workforce. Our study considered three areas of competence, which previously have received less attention: relationships with children, relationships with families, and relationships within working groups or teams. Participants were 136 practitioners working in Italian ECEC services. Practitioners reported a greater need to acquire social skills for their relationships with children and families, especially in cases of psychosocial distress. They also reported the difficulty of development planning within their professional role. The article concludes with a discussion of the attitudes, skills, and knowledge required for professional development planning.  相似文献   

The Enactment and Perception of Mathematics Pedagogical Values in an Elementary Classroom: Buddhism,Confucianism, and Curriculum Reform     

Yuh-Chyn?LeuEmail author 《International Journal of Science and Mathematics Education》2005,3(2):175-212

The purpose of this case study was to investigate the values demonstrated by an elementary school teacher in her mathematics teaching and what values her students perceived. This research adopted the valuing theory (Raths, Harmin & Simon, 1987) and used classroom observations and interviews to document the teacher’s mathematics pedagogical values and a questionnaire, interviews, and instructional artifacts to document the students’ perceptions of these values. The results of this research identified two educational values and three mathematics pedagogical values that were influenced by the teacher’s personal beliefs about Buddhism, Confucianism, and curriculum. Her goals for education were to reinstate the students’ original enlightenment and the students’ respect for ethics and experts when dealing with people and life; and her values about mathematics learning were that it depends on individual efforts and personal understanding, her central purposes for teaching were to make students understand the mathematics content and to cultivate their problem-solving methods, and her purposes for evaluation were to understand students’ learning and to encourage students to correct their errors. The students’ awareness of these goals and values did not parallel the teacher’s personal priorities. The implications of teachers’ pedagogical values on teacher professional development and curriculum reform are discussed.  相似文献   

The Word Witch at Work in New Zealand’s <Emphasis Type="Italic">School Journal</Emphasis>, 1960s–1980s: Margaret Mahy’s Writing as a Reflection of Pedagogy and the Spirit of the Times     

Vivien?van?RijEmail author 《Children‘s Literature in Education》2016,47(2):110-128

Between 1961 and 1984 the renowned New Zealand writer, Margaret Mahy, wrote over seventy-five pieces for the School Journal (a graded reading book provided free to New Zealand primary schools since its inception in 1907). It was a liberal humanist period in New Zealand education during which the 1940s’ and 1950s’ rolling reforms implemented by Clarence Beeby had had time to settle, and John Dewey’s progressive system, influenced by ideas associated with European romanticism, had taken hold. With a new appreciation of nationhood and the arts, School Publications sought to publish material that was not only instructional, but also of high literary quality, by reputable New Zealand authors such as Margaret Mahy. Indeed, the School Journal provided Mahy not only with an opportunity to publish her vividly imagined poetry and prose, but also with the additional challenge of writing for an audience of Māori and Pākehā primary school children who needed to learn to read. This article considers ways in which Mahy’s Journal work reflected (or did not reflect) the spirit of the times.  相似文献   

Pädagogisierung und Systembildung     

Matthias?ProskeEmail author 《Zeitschrift für Erziehungswissenschaft》2002,5(2):279-298

Eine M?glichkeit, das Verh?ltnis von P?dagogik und Gesellschaft zu beschreiben, scheint im Begriff P?dagogisierung zu liegen. In der jüngeren Diskussion lassen sich zwei Konzeptualisierungen dieses Begriffs unterscheiden. P?dagogisierung kann erstens als Transformation sozialer Probleme in p?dagogische Probleme gedeutet werden. Hier wird unterstellt, dass soziale Probleme durch die Einwirkung auf Menschen mit den Mitteln institutionalisierter Erziehung und Bildung zu bearbeiten seien. P?dagogisierung l?sst sich zweitens als Ausdifferenzierung eines symbolisch-kommunikativen Systems innerhalb der Gesellschaft beschreiben. Diese Vorstellung referiert auf die Abl?sung des P?dagogischen von den klassischen Erziehungsinstitutionen. Vor dem Hintergrund dieser Unterscheidung rückt der vorliegende Beitrag in drei Fallstudien den gesellschaftlichen Umgang mit dem so genannten Dritte-Welt-Problem in der Bundesrepublik in das Blickfeld. Die dabei zu beobachtenden Bezugnahmen auf P?dagogik durch die Dritte-Welt-Protestbewegung, das zust?ndige Bundesministerium und Organisationen des Erziehungssystems werden als je unterschiedliche P?dagogisierungsf?lle rekonstruiert. Deren Hybridit?t, d.h. sowohl Eingrenzung wie Entgrenzung, sowohl Bezug des P?dagogischen auf wie auch Abl?sung des P?dagogischen vom institutionalisierten Erziehungssystem, legt es theoretisch nahe, so die These, P?dagogisierungsprozesse in den Zusammenhang von Formbildungen des P?dagogischen einzuordnen.  相似文献   

Parental Experiences and Beliefs Regarding Inclusive Placements of their Special Needs Children     

Kevin?James?SwickEmail author  Laura?Hooks 《Early Childhood Education Journal》2005,32(6):397-402

Parents of children with special needs face many challenges. One of the challenges is the placement of their children in inclusive early childhood education settings. This article explores these challenges and offers practical suggestions regarding the involvement and support of parents of children with special needs in the placement of their children in appropriate educational settings.  相似文献