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排序方式： 共有242条查询结果，搜索用时 156 毫秒
61.
62.
P. C. B. Saul B. Robinsohn J. J. Grant David C. Thomas Franz Hilker George W. Parkyn Urban Dahllöf Gilbert F. Peaker Kurt Spangenberg S. Leslie Hunter Gilbert de Landsheere M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(4):492-508
63.
Franz Rauch 《Environmental Education Research》2000,6(3):245-258
This article explores the concept of 'ecologisation of schools' as a form of school development and is based upon a study commissioned by the Federal Austrian Ministry of Education and Cultural Affairs. On the basis of a material and literature search on models and experiences gained from school-based environmental projects in Central Europe and in England, some quality features for an ecologisation process of schools are suggested. These features are the basis of an ecological school development programme in Austria, which is described briefly in this study. 相似文献
64.
65.
Franz Schober 《Informatik - Forschung und Entwicklung》2000,15(4):226-229
Ohne Zusammenfassung 相似文献
66.
This issue is a tribute to Har Gobind Khorana who received the Nobel Prize in Physiology or Medicine in 1968 for the elucidation of the Genetic Code. Here we present our view of the changing and ever-challenging perception of the genetic code over the last 50 years. 相似文献
67.
The impact of new public management instruments on PhD education 总被引：1，自引：0，他引：1
New public governance emphasises less state, more market and more hierarchy as the cornerstones for effective steering of
higher education institutions. Based on an explorative analysis of qualitative and quantitative data of fourteen German and
European economics departments, we investigate the steering effects of six new public management instruments in the years
2001 and 2002 on subsequent placement success of PhD graduates. Using crisp set Qualitative Comparative Analysis to analyse
the data, our results deliver strong support for the positive effects of competition for resources and the varying effects
of hierarchy on PhD education. Governance of successful departments is characterised by two solutions: transparency over academic achievements as one single success factor in each solution or a combination of additional
funding based on national competitive performance with either no
public policy regulations for departments or no
university regulations for departments. Governance of unsuccessful departments is characterised by one solution: university
regulations for departments or a combination of no
additional
funding based on national
competitive performance and no
transparency over academic achievements. Our results strengthen the strong impact of selected competitive mechanisms as an effective governance instrument and the
partially detrimental effects of state regulations. University regulations turn out to be successful if they increase transparency
over academic achievements by faculty members. Success is unlikely if those rules intervene into PhD education. 相似文献
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