Mature-age students’ feelings of enjoying learning in a further education context     

John Ferris  Rod Gerber 《European Journal of Psychology of Education - EJPE》1996,11(1):79-96

  相似文献   

Multiple stories or several flaws? Reflections on architecture,narrative and place in educational research     

Andrew Brookes  Roger Wiseman  Rod Maclean 《The Australian Educational Researcher》1995,22(3):145-154

  相似文献   

Educational Policy Formulation during the Johnson Administration     

George J. Michel 《Journal of educational administration and history》1990,22(2):38-52

  相似文献   

Book reviews     

Mercy Abreu De Armengol  Arthur J. Cropley  R. A. Garden  Lilian G. Katz  J. P. Keeves  John Lowe  Claudine Michel  Hans Pelgrum  T. N. Postlethwaite  Alfred Yates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(4):485-499

  相似文献   

Faculty dynamation: Guided empowerment     

Weaver  Richard L.  Mullins  Darrell G.  Cotrell  Howard W.  Michel  Thomas A. 《Innovative Higher Education》1990,14(2):93-105

Dynamation is the integrative process whereby the sum total of all learning, knowledge, experiences, and feelings are brought to bear on productive, creative action and problem solving. In this paper, we describe some of the benefits of dynamation, outline a general approach to it-including the importance of friendship (the core of the empowerment process)- and explain several key incentives that will encourage faculty, through dynamation, to engage in growth activities. Throughout the article we discuss ten techniques developers can use. Our focus is on informal facilitator-enhanced (guided) empowerment. That is, we look at growth that is likely to result when developers work with faculty with the goal of growth, change, and development.Richard L. Weaver II is a professor in the Department of Interpersonal and Public Communication at Bowling Green State University. Darrell Mullins is an assistant professor in the Communication Department at the University of Wisconsin at Whitewater. Howard W. Cotrell is an associate professor in the Instructional Media Center at Bowling Green State University. Thomas A. Michel is an assistant professor in the Graduate School of Business at Fordham University, Bronx, New York.  相似文献   

Temporal processing and reading disability     

David L. Share  Anthony F. Jorm  Rod Maclean  Russell Matthews 《Reading and writing》2002,15(1-2):151-178

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups.  相似文献   

Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle     

Fatma Fourati-Jamoussi  Michel J.F. Dubois  Maxime Agnès  Valérie Leroux  Loïc Sauvée 《European Journal of Engineering Education》2019,44(4):570-588

ABSTRACT

The potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se.  相似文献   

A personal perspective on the needs of a distance educator     

Rod McMillan 《Distance Education》1988,9(2):281-284

  相似文献   

From sentence production to text production: Investigating fundamental processes     

Michel Fayol 《European Journal of Psychology of Education - EJPE》1991,6(2):101-119

  相似文献   

Social routines,pragmatic schemas,and schemes in how children distribute objects between the ages of three and six     

Michel Gilly  Jean-Paul Roux 《European Journal of Psychology of Education - EJPE》1993,8(4):403-421

Past research on social marking and pragmatic reasoning schemas suggest that cognitive processing modes are first elaborated by children when are carying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of five experimental studies with 3–6 year old children, for object distribution tasks, are reported here. The data of the three first experiments show that the social routines evoked by the objects to be processed have a dual effect, influencing both the representation of the partition to be made, as well as the procedures used to make them. The data of the two last experiments seems to attest that, in training situations, the utilization of routine-evoking tasks promotes the construction of more general schemas, by the attribution of an operative meaning to the linguistic expressions used to characterize the states to be attained, and the transformations to be applied in order to attain them.  相似文献