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   

A Framework for Transition: Supporting 'Learning to Learn' in Higher Education   总被引：1，自引：0，他引：1  

Ursula Wingate 《Higher Education Quarterly》2007,61(3):391-405

In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject‐specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning.  相似文献   

Legal protection and merchandise licensing of titles,characters and slogans     

Ursula Feindor 《Publishing Research Quarterly》2002,18(1):3-13

Conclusion  Protecting a merchandising program by the given means of Law means safeguarding substantial investment for obtaining a certain Merchandising Property. Therefore protection should be found at a very early stage and has to be maintained with great care to avoid later conflicts and loss of money. Before starting a merchandising program four steps should be resolved:

1.	Find out what you want to merchandise. What has the potential?
2.	Find out who is the owner of that intellectual property.
3.	Protect the property against piracy.
4.	Safeguard your expenses by solid contracts.

This article was first presented at the 15th International Rights Directors Meeting, “Branding, Licensing and Merchandising—Rights Income through Brands and Characters” during the Frankfurt Book Fair, Germany, October 9, 2001.  相似文献   

World Religions,Women and Education     

Ursula King 《比较教育学》1987,23(1):35-49

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Growing up female and Muslim in the UK: an empirical enquiry into the distinctive religious and social values of young Muslims     

Ursula McKenna  Leslie J. Francis 《British Journal of Religious Education》2019,41(4):388-401

Abstract

What does it mean to be a Muslim young woman in Britain today and with which religious and social values do these young women identify? This paper tests the thesis that Muslim identity predicts distinctive values of public and social significance among female adolescents (13- to 15- years of age) who participated in a survey conducted across the four nations of the United Kingdom. From the 11,809 participants in the survey, the present analyses compares the responses of 177 female students who self-identified as Muslim with the responses of 1183 female students who self-identified as religiously unaffiliated. Comparisons are drawn across two domains defined as religiosity and as social values. The data demonstrated that for these female adolescents self-identification as Muslim encased a distinctive profile in terms both of religiosity and social values.  相似文献   

Cognitive and metacognitive components of learning: Search for the locus of retarded perfomance     

Ursula Scharnhorst  Fredi P. Büchel 《European Journal of Psychology of Education - EJPE》1990,5(2):207-230

The introduction to this article gives a short overview of the main theoretical ideas which have been advanced to explain the low cognitive perfomances of retarded persons in learning and problem solving. The question of how retarded learners organize and control their problem solving activities led the authors to conduct a series of single case studies investigating qualitative and dynamic aspects of retarded learning. Metacognitive training research, socio-cognitive theories and a schema-theoretical top-down/bottom-up model of information processing constitute the theoretical background. In a tutorial setting mentally retarded and learning disabled subjects were presented tasks which consist of connecting amorphous clouds of dots in order to reproduce geometrical model figures. Verbal and behavioral data were collected to precisely describe the subjects problem solving activities. Post-hoc a two-dimensional category system listing 28 different problem solving components was developed. The first dimension introduces a distinction between explorative, elaborative, planning and control components, the second dimension specifies whether the components are initiated topdown or bottom-up. This category system is presented in detail followed by a few examples of analyzed problem solving sequences. Finally, the proposed model and inherent methodological problems are discussed.  相似文献   

Book reviews     

Gaston Mialaret  Wolfgang Mitter  James Liesch  Ursula Giere  Helga Pfundt  Klaus Schleicher  Walter Hahn  Kenneth Travers  Peter Sachsenmeier  Len Goad  Saul Megnaghi  Walter Hahn  Rex Gibson  Jindra Kulich  Lyn Corno  Eric Hewton  Trevor Williams  Endre Ballér  Rodney Skager  R. L. Smith  David Phillips 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):97-124

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‘Our surgeons want this to be short and simple’: practices of in-hospital medication review as coordinated sociomaterial actions     

Ursula Reichenpfader  Anette Wickström  Madeleine Abrandt Dahlgren  Per Nilsen  Siw Carlfjord 《Studies in Continuing Education》2018,40(3):323-336

ABSTRACT

Medication review, a systematic assessment of a patient’s medicines by a health care professional, is intended to prevent medication-related harms. A critical element of medication review concerns whether medication review is conducted in a coordinated way. This article draws from a case example of implementing medication review in two surgical wards of a Swedish regional hospital and aims to analyse how medication review is being accomplished with respect to the coordination of its actions. Using a practice-based ethnographic approach, we present several coordination mechanisms by illustrating how practices are connected to materials involved in medication review. Also, we show how common orientations, ends, and understandings expressed in different medication review practices contribute to the coordination of the practices. In conclusion, this article highlights the complexity of establishing and sustaining medication review as a coordinated practice in routine health care. By closely examining sociomaterial connections, this article sheds new light on the neglected issue of artefacts and arrangements in constituting and transforming a highly complex medication practice.  相似文献   

Who dares wins? Do higher realistic occupational aspirations improve the chances of migrants for access to dual vocational education and training in Germany?     

Ursula Beicht  Günter Walden 《Journal of Education & Work》2019,32(2):115-134

High educational aspirations are considered to be a crucial factor for educational success and social advancement. As is also the case in many western European countries, migrants in Germany have higher aspirations than non-migrants. Although migrants’ average school performance levels are significantly lower, their greater educational aspirations exert a positive influence on the acquisition of higher educational qualifications. This paper investigates whether higher aspirations are also revealed in respect of Germany’s highly prevalent dual vocational education and training (VET) system and how this affects the transition to dual VET for young people from a migration background. Multivariate analyses using the database of the German National Educational Panel Study (NEPS) relate to school-leavers in Years 9 and 10 of general schools who aspired to enter dual VET upon completion of schooling. If we control for the main influencing factors, young people from a migrant background are shown to exhibit higher occupational aspirations with regard to dual VET than their counterparts not from a migration background. However, viewed in overall terms, higher occupational aspirations lead to poorer chances of transition to dual VET. This is much more noticeable amongst migrants than amongst non-migrants.  相似文献