德国电子出版业当前总体趋势及未来的发展   总被引：1，自引：0，他引：1  

乌苏拉·劳腾伯格  安欣 《出版科学》2009,17(1)

在2006年举办的"首届数字时代出版产业发展与人才培养国际学术研讨会"上,我发表了关于当前德国电子出版业发展趋势的演讲,在这里我希望延续这个报告.我的演讲将概述以下三点:电子书的销售与发行研究;2007年德国电子出版业发展状况;2007、2008年度电子出版创新奖.  相似文献   

‘Observation has set in’: comparing students and peers as reviewers of teaching     

Mark Huxham  Jenny Scoles  Ursula Green  Samantha Purves  Zoe Welsh  Andrew Gray 《Assessment & Evaluation in Higher Education》2017,42(6):887-899

Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avoiding some of its disadvantages. Here we describe the Students as Colleagues project, which trained student volunteers as evaluators of teaching. To assess the ability of students to provide useful reviews, we compared their evaluative feedback with that from academic peers, using a paired design and qualitative and quantitative data. Students gave significantly more positive comments, and just as many negative and directive comments, as academic peers. Student colleagues emphasised the positive personal (rather than professional) capacities of their reviewees, encouraged expressed vulnerability and drew on their broad experiences as students rather than from professional perspectives. Participation changed how students saw their abilities and helped ‘humanise’ both the reviewees and the university as a whole. Our results and standpoint theory suggest that students’ evaluative feedback is the most valuable perspective to inform teaching enhancement.  相似文献   

Sleep Disturbance and Expressive Language Development in Preschool‐Age Children With Down Syndrome          下载免费PDF全文

Jamie O. Edgin  Ursula Tooley  Bianca Demara  Casandra Nyhuis  Payal Anand  Goffredina Spanò 《Child development》2015,86(6):1984-1998

Recent evidence has suggested that sleep may facilitate language learning. This study examined variation in language ability in 29 toddlers with Down syndrome (DS) in relation to levels of sleep disruption. Toddlers with DS and poor sleep (66%, n = 19) showed greater deficits on parent‐reported and objective measures of language, including vocabulary and syntax. Correlations between sleep and language were found in groups with equivalent medical and social backgrounds and after control for relevant behavioral comorbidities, including autism symptoms. These results emphasize the important role of quality sleep in all children's expressive language development, and may help increase our understanding of the etiology of language deficits in developmental disorders, potentially leading to new treatment approaches.  相似文献   

Gender Equality Programmes in German Institutions of Higher Education—The North Rhine-Westphalia Case     

Ursula Müller 《Higher Education in Europe》2000,25(2):155-161

This article describes the theoretical basis and presents some results of an empirical investigation into all the institutions of higher education in North Rhine-Westphalia, the largest of the German La ?nder that has the largest number of universities (twenty-seven universities and universities of applied sciences, (fachhochschulen), in all). For these institutions, a gender equality policy was elaborated in 1993 by the Ministry of Science and Research of the Land. It is titled ''Basic Principles for the Promotion of Women at the Institutions of Higher Education in North Rhine-Westphalia'' (referred to as ''Basic Principles'' in the text to follow). It became compulsory for all the universities in 1993 and for all the fachhochschulen, as well, in 1995. In 1998, the author was commissioned to assess the impact of these ''basic principles'' three years later.  相似文献   

Book reviews     

Saul B. Robinsohn  Franklin Parker  Franz Hilker  Gustaf Ögren  Brian Holmes  Marjorie L. Jenkins  Eve Malmquist  Sven Hilding  Clare Burstall  Karl Gerlicher  Gilbert de Landsheere  Ursula Schäfer  Ann Dryland  Nicholas Hans 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(2):232-254

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Leading for Social Justice: Transforming Schools for All Learners     

Ursula Thomas-Fair 《Multicultural Perspectives》2013,15(3)

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Energy System Contributions in Upper and Lower Body Wingate Tests in Highly Trained Athletes     

Ursula F. Julio  Valéria L. G. Panissa  Rubiana L. Cury  Marcus F. Agostinho  João V. D. C. Esteves  Emerson Franchini 《Research quarterly for exercise and sport》2019,90(2):244-250

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The Home Instruction for Parents of Preschool Youngsters Program's Relationship with Mother and School Outcomes     

Ursula Y. Johnson  Veronica Martinez-Cantu  Arminta L. Jacobson  Carla-Marie Weir 《Early education and development》2013,24(5):713-727

Research Findings: This study investigated the relationship of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program to mothers' involvement in education at home and school, student school readiness in kindergarten, and student academic outcomes at 3rd grade. HIPPY serves a mostly minority, low-income family population and employs home visitors that are mostly female and Spanish speaking. Using a within-group analysis, we found that HIPPY mothers increased educational activities in their home with their children after 1 year of home-based intervention. The majority (84.8%) of HIPPY kindergartners were rated as “ready for school” by their kindergarten teachers according to a within-group analysis. In addition, between-group analyses showed that HIPPY kindergartners had higher attendance rates, higher prekindergarten enrollment, and higher promotion to 1st grade compared to other kindergartners in the school district. HIPPY 3rd graders scored significantly higher on a state-mandated math achievement test than their matched peers. Practice or Policy: The results suggest that HIPPY had a positive relationship with families and schools through improved parent involvement and student school outcomes.  相似文献   

Developing the reflective practitioner: placement and the ways of knowing of business and accounting undergraduates     

Ursula Lucas 《Teaching in Higher Education》2013,18(7):787-798

This study aims to identify how students' epistemological beliefs or ways of knowing (comprising cognitive, intrapersonal and interpersonal aspects) develop during work-based placement. Data comprise 32 semi-structured interviews with 17 business and accounting students at a UK university. Findings show that the taking of responsibility is the key stimulus for development: intrapersonally through a changing sense of self and interpersonally though changing relationships with others. A lack of cognitive development appears to arise from a student focus on how they participate within the workplace, rather than on their workplace practice. These findings support the need for a connective view of the curriculum: strengthening connections between formal (university) learning and informal (placement) learning, and between ‘vertical’ and ‘horizontal’ development. In particular, there should be an emphasis on the student's ability to identify relationships between work experience, the knowledge and skills that underpin practice, as well as the context of participation.  相似文献   

Changing practices for a global society: voices of students,teachers, principals and university teacher educators on active learning     

Ursula McMorrow 《Irish Educational Studies》2013,32(3):321-335

In responding to globalisation, Irish curricula advocate active learning and cooperative groupwork methods in second-level schools but there are many difficulties in implementing them. This paper explores the experiences and perspectives of teachers, students, principals and university teacher educators and is based on a recent qualitative study. All respondents reported that there are major constraints to the use of these methods. Implementation of active learning methods requires an exploration, within a context of continuous professional development, of teacher values and motivation, of goals and contrasting paradigms in education, and of ways of building democratic structures and relationships within schools.  相似文献