Organizational Features of Argumentative Composition: A Singapore Study     

R V Skuja 《Asia Pacific Journal of Education》1985,7(1):56-63

This study analyses a corpus of argumentative compositions in order to isolate the features of organization pertinent to this genre of writing. A further aim is to compare compositions written by “A” level students and English teachers in order to highlight specific shortcomings of the former. Despite using more cohesive devices and an overabundance of lexical repetition, student writing is less coherent. This is largely because of a lack of global links (between paragraphs), and an inability to properly utilize given information in structuring non-narrative writing. Finally, student writing suffers from presentation of content at the expense of discussion of issue and weighing of views.  相似文献   

Vocational Education in the Commonwealth Caribbean and the United States     

Theodore Lewis  Morgan V. Lewis 《比较教育学》1985,21(2):157-171

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Between two Advisors: Interconnecting Academic and Workplace Settings in an Emerging Field     

Kaisa Hytönen  Tuire Palonen  Erno Lehtinen  Kai Hakkarainen 《Vocations and Learning》2016,9(3):333-359

This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic context. The article examined whether participants’ personal orientation to adaptive expertise predicts the success of a guidance process. The interconnection of workplace and academic contexts was expected to occur through guidance practices. In addition, the features underlying the most successful guidance relationships were analysed. Data were collected by conducting repeated semi-structured interviews with 18 course participants, eight academic advisors and eight workplace advisors in the context of a 1-year energy efficiency training programme. The results indicated that a trainee’s personal orientation towards adaptive expertise is a significant component in successful guidance processes. An interconnection of workplace and academic knowledge and practices was hardly found in the guidance provided by each participant’s academic and workplace advisors. The feature underlying the most successful guidance relationships are related at the personal, dyad and context levels. An excellent match between the expert profiles of the learner and the advisor appears to be especially critical for successful guidance and powerful knowledge exchange in emerging fields. However, finding matching advisors is often challenging. Many problems are presumably solved if these ‘right persons’ can be found and if the trainees are themselves oriented to utilise the novel resources provided to them by the advisors.  相似文献   

Contemporary Scientists and their Interactions with Non-Scientists: Alternative Companion Stories for School Curricula     

Smith  Dorothy V.  Mulhall  Pamela J.  Hart  Christina E.  Gunstone  Richard F. 《Research in Science Education》2020,50(5):2111-2130

Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)...  相似文献   

Why did I opt for career in science?     

Jayant V. Narlikar 《Resonance》2001,6(3):90-93

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ACHIEVEMENT MOTIVATION OF INTELLECTUALLY GIFTED STUDENTS WHEN CONFRONTED WITH CHALLENGING AND UNCHALLENGING TASKS     

Colleen Neitzke  Una M. Röhr‐Sendlmeier 《High Ability Studies》1992,3(2):197-205

Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level  相似文献   

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda     

Marilyn P. Arnone  Ruth V. Small  Sarah A. Chauncey  H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198

This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective.  相似文献   

Effect of postsecondary education on the economic status of persons who are deaf or hard of hearing     

Schley S  Walter GG  Weathers RR  Hemmeter J  Hennessey JC  Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536

This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college.  相似文献   

Erratum to: Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers     

David Devraj Kumar  P. V. Thomas  John D. Morris  Karen M. Tobias  Mary Baker  Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115

This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers.  相似文献   

Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars   总被引：1，自引：1，他引：0  

Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209

This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research.  相似文献