The Bologna Process: The Impact of Higher Education Reform on the Structure and Organisation of Doctoral Programmes in Germany     

Jessica Guth 《Higher Education in Europe》2006,31(3):327-338

This paper aims to outline the main higher education reforms in Germany, including the implementation of the Bologna Process. It takes as its focus the doctoral phase, conceptualised by “Bologna” as the third cycle of study but held by many to be the first phase of independent scientific research. In the context of increasing internationalisation of higher education and the European Commission's forecast that 700,000 more researchers will be needed (European Commission, 2003 European Commission. 2003. “Researchers in the European Research Area: One Profession, Multiple Careers” COM(2003) 436 final of the 18.07.2003 [Google Scholar]), it is vital to get the reform of the system right. The paper considers the effects of the German Higher Education Framework Act and regional laws as well as those of the Bologna Process on Germany's ability to recruit and train national and international doctoral candidates in the natural sciences.  相似文献   

Stability of Attachment Style in Adolescence: An Empirical Test of Alternative Developmental Processes          下载免费PDF全文

Jason D. Jones  R. Chris Fraley  Katherine B. Ehrlich  Jessica A. Stern  C. W. Lejuez  Phillip R. Shaver  Jude Cassidy 《Child development》2018,89(3):871-880

Few studies have examined stability and change in attachment during adolescence. This 5‐year longitudinal study (a) examined whether prototype or revisionist developmental dynamics better characterized patterns of stability and change in adolescent attachment (at T1, N = 176; M_age = 14.0 years, SD = 0.9), (b) tested potential moderators of prototype‐like attachment stability, and (c) compared attachment stability in adolescence to stability in adulthood. The results supported the prototype model, which assumes that there is a stable, enduring factor underlying stability and change in attachment. Exploratory moderation analyses revealed that family conflict, parental separation or divorce, minority status, and male sex might undermine the prototype‐like stability of adolescent attachment. Stability of attachment was lower in adolescence relative to adulthood.  相似文献   

Developing Timorese early years teachers’ pedagogy through an Australian mentoring programme     

Jessica Bennett 《International Journal of Early Years Education》2018,26(1):104-118

This paper explores the successful mentoring of Timor-Leste early years teachers by Australian teachers to expand their knowledge and practice of child-centred play-based pedagogy. The mentoring programme for the Timorese teachers occurred through an extended visit to a school in Victoria, Australia, for eight weeks to work with mentor teachers in their early years classrooms. Data were collected to explore the effectiveness of the programme through classroom observations and participant interviews. Observations were conducted in the classrooms of the mentees before the programme to provide context for the interviews and after the programme for indications of pedagogical change. The mentoring programme supported the Timorese teachers to reflect and review early years pedagogy. It led to changes in their teaching philosophy, design of learning activities and the inclusion of assessment practices. After two years the Timor-Leste teachers were using a child-centred play-based model of teaching and learning to guide the development, organisation and facilitation of learning activities at their kindergarten. The foundation of the mentor programme’s success was the trusted and equitable relationships between the teachers and the organisations involved. Understanding of cultural differences was acknowledged and supported the robust discussions and reflections that empowered teachers to take action.  相似文献   

The Play-Literacy Interface in Full-day Kindergarten Classrooms     

Angela Pyle  Jessica Prioletta  Daniel Poliszczuk 《Early Childhood Education Journal》2018,46(1):117-127

The increasing accountability framework in Kindergarten education has put pressure on teachers to ensure that students reach certain literacy milestones before proceeding to the subsequent grade. One result of this shift is a tension between an emphasis on academic learning and the use of developmentally appropriate practices, such as play. However, there is evidence that play can be an effective context for literacy development. This study investigated the enacted integration of literacy learning and play-based pedagogies. Semi-structured interviews with 12 teachers who taught using a play-based Kindergarten program revealed differences in their beliefs about the role of play for literacy learning. Two groups of teachers emerged from the data analysis. The play and development group. Consisted of five teachers who dichotomized play and learning while the integrated play and learning group consisted of seven teachers who combined play and learning. Teachers in the play and development group expressed the concept that play may not be the best approach for literacy learning and were less likely to integrate the two. Teachers in the integrated play and learning group believed play was important for children’s literacy learning and articulated a range of strategies for integration. Classroom observations of children’s play showed evidence of more literacy-play integration by students in the integrated play and learning group. Teachers in this group were also more likely to become involved in children’s play, which supported children’s literacy engagement during play. Although there were differences in play-literacy integration between the groups, all teachers expressed challenges associated with implementing a play-based learning program.  相似文献   

Learning about sex and relationships among migrant and refugee young people in Sydney,Australia: ‘I never got the talk about the birds and the bees’     

Jessica R. Botfield  Anthony B. Zwi  Alison Rutherford  Christy E. Newman 《Sex education》2018,18(6):705-720

In a multicultural nation such as Australia, it is important for young people from migrant and refugee backgrounds to have access to quality relationships and sexuality education, as they are known to be less well engaged with mainstream services. A study was undertaken to explore the complexities and opportunities for engaging this group with sexual and reproductive health information and care in Sydney, Australia. Interviews were undertaken with 27 migrant and refugee young people (aged 16–24 years), and 34 expert informants. Relationships and sexuality education was a dominant theme throughout both data sets. Nearly all young people reported that they were unable to discuss sexuality or sexual health with their parents, and most identified secondary school as the place where they first learned about these issues. Other sources of information were identified as the Internet, friends, health professionals and pornography. Participants appeared to have limited awareness of the different services available to them. Schools, as well as other education settings such as universities, private colleges and intensive English centres, are well placed to deliver relationships and sexuality education, and for migrant and refugee young people these may be valuable settings in which to access information rarely discussed in family or community environments.  相似文献   

Converting between estimates of moderate-to-vigorous physical activity derived from raw accelerations measured at the wrist and from ActiGraph counts measured at the hip: the Rosetta Stone     

Keith Brazendale  Michael W. Beets  Alex V. Rowlands  Jessica L. Chandler  Stuart J. Fairclough  Lynne M. Boddy 《Journal of sports sciences》2018,36(22):2603-2607

The ability to compare published group-level estimates of objectively measured moderate-to-vigorous physical activity (MVPA) across studies continues to increase in difficulty. The objective of this study was to develop conversion equations and demonstrate their utility to compare estimates of MVPA derived from the wrist and hip. Three studies of youth (N = 232, 9-12yrs, 50% boys) concurrently wore a hip-worn ActiGraph and a wrist-worn GENEActiv for 7-days. ActiGraph hip count data were reduced using four established cutpoints. Wrist accelerations were reduced using the Hildebrand MVPA 200 mg threshold. Conversion equations were developed on a randomly selected subsample of 132 youth. Equations were cross-validated and absolute error, absolute percent error, and modified Bland-Altman plots were evaluated for conversion accuracy. Across equations R²_adj was 0.51–0.56 with individual-level absolute error in minutes ranging from 7 (wrist-to-hip Puyau) to 14.5 minutes (wrist-to-hip Freedson 3MET) and absolute percent differences ranging from 13.9%-24.5%. Group-level cross-validation to convert hip-to-wrist MVPA resulted in average absolute percent errors ranging from 3.1%-4.9%. Conversion of wrist-to-hip MVPA resulted in average absolute percent errors ranging from 3.0%-10.0%. We recommend the use of these equations to compare published estimates of MVPA between the wear-site cut-point combinations presented.  相似文献   

Knowledge elicitation practices for organizational development intervention     

Jessica Y T Yip  Rongbin W B Lee 《知识管理研究与实践》2017,15(1):54-67

Based on a sensemaking methodology and the use of narratives from a case study in a quality assurance department of an electronics manufacturing company, a Group Reflection and Inquiry Protocol (GRIP) technique is developed to solicit judgmental knowledge from the staff of an organization in regard to formulating business strategy. The method combines knowledge elicitation (KE) and organizational development (OD) intervention for the change to be brought about in an organization. An open communication platform is created for the participants, with minimum influence of the consultant, as well as there being no demand for any special expertise of the consultant or researcher in the OD intervention.  相似文献   

Young people’s perceptions of the ‘Love Hurts’ programme: Is theatre an effective means of addressing teenage relationship abuse?     

Jessica D. McElwee  Claire L. Fox 《British Educational Research Journal》2020,46(5):1026-1043

Domestic abuse prevention education programmes have been found to be effective in bringing about attitudinal and behavioural change. However, there is limited research on theatre-based interventions developed in the UK. This study aimed to assess pupils’ responses to a theatre production called ‘Love Hurts’. A mixed-methods approach, which incorporated an online survey and focus groups, was used to understand the pupils’ perceptions of the play. The survey was completed by 294 pupils aged 11–19 years in five schools. Four focus groups were conducted in two of the schools involved. The pupils were generally very positive about the play, girls more so than boys. One of the strengths was that the young people reported being able to relate to the situations, and they found the use of theatre very engaging. They seemed to respond well to the use of a positive male role in the play, but reported that more could be done to highlight that women can be abusive too. Another theme was around the issue of trust, with some young people reporting feeling cautious about entering relationships following the play. The findings suggest that the young people responded well to the messages conveyed and felt that theatre was an effective means of addressing the issue. However, care is needed as to how to address the issues of gender and trust.  相似文献   

School testing culture and teacher satisfaction     

Smith  William C.  Holloway  Jessica 《Educational Assessment, Evaluation and Accountability》2020,32(4):461-479

Educational Assessment, Evaluation and Accountability - Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define...  相似文献   

‘It’s in the Blood,isn’t it?’ The Contested Status of First World War Veterans in Second World War Civil Defence     

Jessica Hammett 《Cultural and Social History》2017,14(3):343-361

This article examines how ex-servicemen’s memories of the First World War shaped their experience of working in civil defence during the Second. In response to ongoing public criticism of civil defence as a whole and a dismissive attitude towards veterans in particular, these men expressed a distinct form of ‘useful masculinity’, rooted in their combat experience and developed within the particular context of civil defence. I will argue that through the group setting in which remembering took place, veterans were able to oppose dominant cultural narratives and to develop and express these alternative narratives about their value.  相似文献