Regulating Academic Pressure: From Fast to Slow     

KAREN FRANÇOIS  KATHLEEN COESSENS  NIGEL VINCKIER  JEAN PAUL VAN BENDEGEM 《Journal of Philosophy of Education》2020,54(5):1419-1442

This paper investigates the impact of publication pressure on the ethics and the scientific integrity in the domain of mathematics and of the arts. Both research fields are specific in their methodology, being that they do not start from a classical hypothesis and researchers in these areas are not knowing what the outcome will be. The research design is open, and creativity is a main part of the research investigation. Both research fields do not rely on empirical cases nor on data collection or data handling. This could be a reason why mathematics and arts seem to be less subject to scientific misconduct. After presenting the (inter)national regulations on ethics and integrity, we will investigate a philosophical analysis in which we consider possible influences from publication pressure that became widespread over all disciplines. We will clarify if and how mathematics and the arts are sensitive to scientific research misconduct or questionable research practices.  相似文献   

Interdisciplinary Problem-oriented Higher Education at the University of Amsterdam: Development at the Interfaculty Department of Environmental Science of the University of Amsterdam 1976–95     

HANS VAN ZONNEVELD 《European Journal of Engineering Education》1996,21(2):175-183

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Ice hockey shoulder pad design and the effect on head response during shoulder-to-head impacts     

Darrin Richards  B. Johan Ivarsson  Irving Scher  Ryan Hoover  Kathleen Rodowicz  Peter Cripton 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(4):385-396

Ice hockey body checks involving direct shoulder-to-head contact frequently result in head injury. In the current study, we examined the effect of shoulder pad style on the likelihood of head injury from a shoulder-to-head check. Shoulder-to-head body checks were simulated by swinging a modified Hybrid-III anthropomorphic test device (ATD) with and without shoulder pads into a stationary Hybrid-III ATD at 21 km/h. Tests were conducted with three different styles of shoulder pads (traditional, integrated and tethered) and without shoulder pads for the purpose of control. Head response kinematics for the stationary ATD were measured. Compared to the case of no shoulder pads, the three different pad styles significantly (p < 0.05) reduced peak resultant linear head accelerations of the stationary ATD by 35–56%. The integrated shoulder pads reduced linear head accelerations by an additional 18–21% beyond the other two styles of shoulder pads. The data presented here suggest that shoulder pads can be designed to help protect the head of the struck player in a shoulder-to-head check.  相似文献   

Relationships between student cognitions and their effects on study strategies     

Johan Ferla  Martin Valcke  Gilberte Schuyten 《Learning and individual differences》2008,18(2):271-278

Using Vermunt's model [Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational psychology, 68, 149–171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy.  相似文献   

Teaching as an Immortality Project: Positing Weakness in Response to Terror          下载免费PDF全文

CATHRYN VAN KESSEL  KEVIN BURKE 《Journal of Philosophy of Education》2018,52(2):216-229

Teaching as a profession can be read as an immortality project, a form of compensation to help resolve a certain kind of existential terror. Terror management theory can help us understand the ways teachers might compensate for their limitedness as humans by imposing prescribed attributes on their students. In response to the freighted reality of teaching as quasi‐missionary work, we suggest a new orientation, namely that the profession embrace the terror of the future that it cannot know. Through a theoretical engagement with Weak Theology in the context of Eugene Thacker's philosophical ‘doomcore’, we hope to re‐orient the educational project into one with lower stakes, a shift from immortality to more ‘goodness’. The desired result is to refocus on the relationships we develop with other humans as well as with the planet.  相似文献   

Non-fiction as a literary genre     

Johan Goudsblom 《Publishing Research Quarterly》2000,16(1):5-12

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A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden     

Johan Samuelsson 《Education 3-13》2017,45(4):477-489

The topic of this article is how primary school students express ideas about the ‘origins of the nation’. The study is based on texts written by Swedish students aged 12–13 about a historical event well embedded in Swedish national mythology, the rise to power of Swedish ‘founding father’ Gustav Vasa. The analysis is inspired by James V. Wertsch's concept of schematic narrative templates. The main finding of the study is that the students mainly structure their answers along one of two different narrative templates; either a kind of historical master narrative with strong foundations in traditional Swedish history culture, or a more generic story about the founding father as a ruthless or corrupt politician, which is arguably influenced by presentism.  相似文献   

The sociology of intellectual life: the career of the mind in and around the academy     

Johan Muller 《British Journal of Sociology of Education》2011,32(1):147-153

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The gap between educational research and practice: Views of teachers,school leaders,intermediaries and researchers     

Ruben Vanderlinde  Johan van Braak 《British Educational Research Journal》2010,36(2):299-316

The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised with teachers, school leaders, researchers, and intermediaries. Questionnaire data were obtained from educational research professors in Flanders. Results indicate that the gap between educational research and practice should be approached as a complex and differentiated phenomenon. All participants agreed that more cooperation between researchers and practitioners is necessary. This could be achieved by establishing ‘professional learning communities’ or by promoting a ‘design‐based research’ model.  相似文献   

On the structure and function of transnational universities     

Johan Galtung 《Prospects》1980,10(4):369-378

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