Education for sustainability in university studies: A model for reorienting the curriculum   总被引：1，自引：0，他引：1  

Mercè Junyent  Anna M. Geli de Ciurana 《British Educational Research Journal》2008,34(6):763-782

A decisive factor for achieving a culture of sustainability is university training for future professionals. The aim of this article is to bring new elements to the process of reorienting university studies towards sustainability. Presented here is the ACES model (Curriculum Greening of Higher Education, acronym in Spanish), which is the result of a project involving a network of 11 European and Latin American universities. The methodology of the project is based on participatory action research. The ACES model is defined by 10 characteristics, detailed in this article, which can orientate a diagnosis of the level of curriculum greening and the design and application of the strategies and actions in order to facilitate incorporating the sustainability dimension in higher education. The potentialities and limitations found are also discussed. The ACES model has started a process for reorienting higher education studies towards sustainability.  相似文献   

A Review of the Empirical Research on Private School Choice     

Anna J. Egalite  Patrick J. Wolf 《Peabody Journal of Education》2016,91(4):441-454

Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools.  相似文献   

Three-dimensional kinematic analysis and power output of elite flat-water kayakers     

Anna Bjerkefors  Olga Tarassova  Johanna S. Rosén  Pascal Zakaria  Anton Arndt 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):414-427

The purpose was to examine power output and three-dimensional (3D) kinematic variables in the upper limbs, lower limbs and trunk in elite flat-water kayakers during kayak ergometer paddling. An additional purpose was to analyse possible changes in kinematics with increased intensity and differences between body sides. Six male and four female international level flat-water kayakers participated. Kinematic and kinetic data were collected during three tasks; low (Int_L), high (Int_H) and maximal (Int_M) intensities. No differences were observed in any joint angles between body sides, except for shoulder abduction. Significantly greater range of motion (RoM) values were observed for Int_H compared to Int_L and for Int_M compared to Int_L in trunk and pelvis rotation, and in hip, knee and ankle flexion. The mean maximal power output was 610 ± 65 and 359 ± 33 W for the male and female athletes, respectively. The stroke frequencies were significantly different between all intensities (Int_L 59.3 ± 6.3; Int_H 108.0 ± 6.8; Int_M 141.7 ± 18.4 strokes/min). The results showed that after a certain intensity level, the power output must be increased by other factors than increasing the joint angular RoM. This information may assist coaches and athletes to understand the relationship between the movement of the kayaker and the paddling power output.  相似文献   

From reading comprehension to document literacy: learning to search for,evaluate and integrate information across texts / De la lectura a la alfabetización documental: aprender a buscar,evaluar e integrar información de diversos textos     

Jean-François Rouet  Anna Potocki 《Infancia y Aprendizaje》2018,41(3):415-446

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Constructive content-based feedback in EAP contexts: lessons from a cross-border engineering-related pre-sessional course     

William Guariento  Anna Rolinska  Nazmi Al-Masri 《高等教育研究与发展》2018,37(3):514-532

This paper investigates a small-scale project concerned with establishing and sustaining an e-partnership between international students in the UK and engineering students in Palestine. It focuses on the value of peer teaching and learning as an attempt to ensure a greater balance between knowledge and language on a UK pre-sessional English language course, by involving more able peers from a Gazan student body. At the same time, it was hoped that such an arrangement would enable the Gazan students to develop a range of transferable skills, of use in accessing employment at a distance. The article initially outlines the wider context to the Project, discussing the issues related to instituting peer learning/teaching schemes in an HE setting. At its centre though is the presentation and evaluation of a constructive feedback course, whose design and delivery aimed at facilitating the development of skills needed to perform as a peer mentor. It demonstrates students’ attitudes towards feedback and the strategies they use when asked to provide their peers with content feedback in an e-partnership. In this way, it provides food for thought to educators interested in developing similar cross-border schemes. Though the potential issues that emerge in terms of First World/Global South imbalance are very considerable, the paper suggests that telecollaboration projects of this nature may help overseas students start interrogating discipline-specific literacies, thus preventing the decontextualisation of the learner, including those unable to pay to study at a prestigious HE institution.  相似文献   

Constructing Roma students as ethnic ‘others’ through orientalist discourses in Bulgarian schools     

Veselina Lambrev  Bozhin Traykov  Anna Kirova 《International Studies in Sociology of Education》2018,27(1):23-41

This article uses the case of Bulgarian, predominantly Roma, schools to illustrate the long history of stereotypes about Roma people dating back to modernity’s discursive binary oppositions of ‘civilized’ vs. ‘barbarians.’ The data from a longitudinal study with 12 Bulgarian educators showed the modes by which Roma as the Other is created in the school context as a universal cognitive category, internalized in social and individual identities that divide the world into ‘us’ and ‘them.’ The paper argues that Bulgarian teachers’ perceptions of attitudes, behavior, and values of Roma communities are, in fact, a projection of the discursive representations with which western European modernity has constructed the Balkan region. This research contributes to further explicating how the ideological paradigm of neoliberalism intersects with the old Enlightenment and post-Enlightenment dichotomy of civilized–barbarians and how it is reconfigured to construct those incapable of fitting within the entrepreneurial spirit of the free market efficiency as unwilling to democratize. The case of Bulgarian, predominantly Roma, schools serves to illustrate how peoples who are Othered in the western European discourse designate their own Other, and thus provides a fruitful approach to understanding how Roma’s social exclusion is constructed and situated.  相似文献   

Overcoming cultural barriers in open innovation processes through intermediaries: a theoretical framework     

Aquilani  Barbara  Abbate  Tindara  Codini  Anna 《知识管理研究与实践》2017,15(3):447-459

Certain cultural barriers, such as insufficient openness, aversion to risk-taking, organizational inertia and specific syndromes could inhibit successful Open Innovation processes. However, how Open Innovation Intermediaries help in overcoming obstacles to successfully achieve Open Innovation processes, has not yet been analysed in depth. This paper aims to fill this gap, relying on extant contributions of Open Innovation processes, Open Innovation Intermediary features and types. Based on the distinction between outside-in, inside-out and coupled Open Innovation processes, the theoretical framework developed here identifies specific cultural barriers affecting each process and suggests which intermediary types could be more suited to sustain firms undergoing these processes. The framework supports firms opening up their internal R&D activities to choose the intermediary type most suitable for adaption to an appropriate culture, as well as overcoming any possible cultural barriers.

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Relationship of negative contrast to animal models of fear and anxiety     

Charles F. Flaherty  Anna Greenwood  Joseph Martin  Mary Leszczuk 《Learning & behavior》1998,26(4):397-407

The relatedness of behavior elicited by reward reduction (successive negative contrast procedure) and behaviors produced by three animal models of anxiety (open-field emergence, elevated plus-maze, and context-shock fear conditioning) was examined by correlational and factor analytic procedures. Factor analysis (oblique rotation) indicated substantial independence among the tests: Trials 1 and 2 of the plus-maze loaded on two different factors unaccompanied by any other test; open-field emergence and context-shock fear loaded on the same factor; and negative contrast loaded on a fourth factor. However, negative contrast proved to be a dynamic process, with factor loadings changing across a 4-day postshift period—moving from an independent loading on the 1st postshift day to being clustered with context-shock fear and open-field emergence on the 2nd and 3rd postshift days to being clustered with just context-shock fear on the last postshift day. These latter data support a multistage theory of successive negative contrast.  相似文献   

Perceptions of Reform-Based Teaching and Learning in a College Mathematics Class     

Amy Roth-McDuffie  J. Randy McGinnis  Anna O. Graeber 《Journal of Mathematics Teacher Education》2000,3(3):225-250

This study investigated, from the students',professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. We addressed the following research question: What perceptions about learning and teaching mathematics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented.  相似文献   

BACKGROUND CHARACTERISTICS AS PREDICTORS OF ACADEMIC SELF-CONFIDENCE AND ACADEMIC SELF-EFFICACY AMONG GRADUATE SCIENCE AND ENGINEERING STUDENTS   总被引：1，自引：0，他引：1  

Santiago  Anna M.  Einarson  Marne K. 《Research in higher education》1998,39(2):163-198

This study uses data from the 1995-96 Graduate Experience Project to explore differences among, and possible predictors of, academic self-confidence, academic self-efficacy, and outcome expectations of entering graduate students in science and engineering. The results suggest that at time of entry, women and U.S. minority graduate students entered with similar academic credentials and academic expectations as their Anglo male peers. Further, gender was not found to be a significant factor in predicting academic self-confidence, academic self-efficacy, or careerrelated outcome expectations. Rather, student perceptions of academic preparedness, status-related disadvantages, and expectations about faculty/student interactions emerged as significant predictors of academic self-efficacy and career-related outcome expectations.  相似文献