The impact of polytechnic institutes on the local economy     

Alves  João  Carvalho  Luísa  Carvalho  Renato  Correia  Florbela  Cunha  Jorge  Farinha  Luís  Fernandes  Joana  Ferreira  Manuela  Lucas  Eugénio  Mourato  Joaquim  Nicolau  Ana  Nunes  Sara  Nunes  Sandra  Oliveira  Pedro  Pereira  Cristina  Pinto  Sandra  Silva  José 《Tertiary Education and Management》2015,21(2):81-98

Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional...  相似文献   

The Effect of Reminiscence Therapy on Depression,Quality of Life,Ego-Integrity,Social Behavior Function,and Activies of Daily Living in Elderly Patients With Mild Dementia     

HaeKyung Jo 《Educational gerontology》2015,41(1):1-13

This study investigated the effects of reminiscence therapy work on depression, quality of life, ego-integrity, social behavior function, and activities of daily living. This study was a quasiexperimental study using a single-group pretest/posttest design. This therapy consists of eight sessions of 2.5 hours with a specific theme. A total of 19 patients with mild dementia who registered at a mental health center in community-dwelling participated in this study. Hypotheses were supported by quality of life, ego-integrity, and social behavior function. But depression and activities of daily living were not supported. Although all the hypotheses were not supported, a reminiscence therapy was beneficial. Patients with mild dementia can talk to each other naturally without feeling a psychological burden, and they are provided the opportunity to look back on their life.  相似文献   

Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school     

Laura Scholes  Elizabeth Wallace  Sue Walker  Jo Lunn Brownlee  Veronica Lawson 《British Educational Research Journal》2022,48(2):272-291

Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that this relationship is likely to be important in reasoning about moral values for inclusion in culturally diverse schools. However, we know little about how children in diverse educational settings reason about and enact school values for inclusion. Our study addresses this gap by examining primary school children’s epistemic reasoning about the social inclusion of peers with a focus on justifications for inclusion/exclusion of aggressive peers. Twenty-six children (10–11 years old) from one culturally diverse school community in Australia were asked to illustrate (drawings) and reflect on (15–20 minute interviews) a conflict situation involving exclusion from play. The findings showed that most children reasoned about including/excluding others based on a ‘one right answer’ pattern which reflected an explicit focus on following the school rules. Fewer children moved ‘beyond right answers’ to show transition towards perceiving multiple perspectives in their reasoning about inclusion/exclusion. Implications for values education are discussed.  相似文献   

Mental Health Help-Seeking Experience and Attitudes in Asian American,Multiracial American,and White American Emerging Adults     

Nakamura  Lisa  Jo  Duckhyun  Masuda  Akihiko 《International journal for the advancement of counseling》2022,44(3):432-452

In this cross-sectional survey, we examined the direct and indirect mental health help-seeking experiences and relevant psychological factors in Asian American, multiracial American, and White American emerging adults aged 18–25 years old. The study sample consisted of 384 Asian American (249 women, 135 men), 244 multiracial American (172 women, 72 men), and 245 White American (190 women, 55 men) emerging adults, who were recruited from a four-year public university in the state of Hawai?i of the United States (U.S.). Results revealed that Asian American and multiracial American emerging adults were less likely to: (a) have previous experience of seeking professional psychological services: (b) have been prescribed, or are currently taking, a psychotropic medication; (c) know someone close to them who had sought psychological services; or (d) know someone close to them who was diagnosed with a psychological disorder, compared to their White American peers. We also discuss implications of the present findings, limitations of the study, and future directions in this line of research.

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Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom     

Katie A. Gilligan-Lee  Alice Bradbury  Charlotte Bradley  Emily K. Farran  Jo Van Herwegen  Dominic Wyse  Laura A. Outhwaite 《Mind, Brain, and Education》2023,17(2):107-116

Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety.  相似文献   

Translating Current Science into Materials for High School via a Scientist–Teacher Partnership     

Julie C. Brown  Julie R. Bokor  Kent J. Crippen  Mary Jo Koroly 《Journal of Science Teacher Education》2014,25(3):239-262

Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers’ practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist–teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships.  相似文献   

Learning to teach mathematics through inquiry: a focus on the relationship between describing and enacting inquiry-oriented teaching     

Jo Towers 《Journal of Mathematics Teacher Education》2010,13(3):243-263

This article is based on one of the several case studies of recent graduates of a teacher education programme that is founded upon inquiry-based, field-oriented and learner-focussed principles and practices and that is centrally concerned with shaping teachers who can enact strong inquiry-based practices in Kindergarten to Grade 12 classrooms. The analysis draws on interviews with one graduate, and on video data collected in his multi-aged Grade 1/2 classroom, to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching and to consider his capacity to communicate his understanding of inquiry. This article presents implications for beginning teachers’ collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.  相似文献   

Sex is for fun: IVF is for children     

Whelan J 《New scientist (1971)》2006,192(2574):42-45

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Documentation: A Hard to Reach Place     

Janice Kroeger  Terri Cardy 《Early Childhood Education Journal》2006,33(6):389-398

Some educators experience difficulty documenting young children’s work in early childhood settings because of a limited understanding of the importance of documentation, what or how to document, and the effective use of documentation; limited resources (time, tools, and assistance); or predetermined curricular guidelines. Some teachers, especially inexperienced early years teachers, have trouble engaging with children and documenting simultaneously, revealing a crucial misunderstanding about the purpose of documenting. Teachers at Reggio Emilia-inspired schools throughout the United States use many forms of documentation to enhance the qualities of children’s experiences in preschool classrooms. This article addresses the dilemmas teachers face in implementing documentation in order to assist them as they move from standards-based teaching and teacher-determined content to a more constructivist approach to teaching. Ideas for using documentation shared by the authors will allow young children to construct their own knowledge and curiosity, making learning more meaningful to them and more visible to others.

Janice KroegerEmail:

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Boyer in the Middle: Second Generation Challenges to Emerging Scholarship     

Robert Crow  Laura Cruz  Jill Ellern  George Ford  Hollye Moss  Barbara Jo White 《Innovative Higher Education》2018,43(2):107-123

This article reports on an examination of the distinctive second-generation challenges and opportunities faced by an early institutional adopter of the Boyer model of scholarship. Following the first cohort of faculty to be reviewed for tenure and promotion based on these criteria, we report the results of a survey designed to determine the perceptions of faculty and administrators of the degree to which emerging forms of scholarship had been integrated into the university culture including factors such as institutional identity, support structures, and faculty participation. This case study sheds light on the process of adaptation at this single institution and provides glimpses of how cultural change might occur across higher education.  相似文献