The study of literature and culture in a web‐based environment     

Yaacov Katz  Ofer Rimon 《Educational Media International》2013,50(1):29-41

The rationale behind the project is based on the belief that the study of a work of literature can effectively open a window of opportunity for pupils to study other countries’ cultures and identities as well as contribute to pupils’ own identity construction and to the understanding of the identity of others. Information and communication technologies serve as an educational catalyst for collaborative learning which transcends national boundaries and presents pupils with the opportunity to study cultural and identity similarities and differences, to strengthen their national identities and, at the same time, to appreciate the characteristics of other identities and cultures.

L’étude de la Littérature et de la Culture dans un environnement fondé sur la Toile

L’idée qui sous‐tend ce projet repose sur le fait que l’on croit que l’étude d’une ?uvre littéraire peut effectivement constituer une fenêtre pour les élèves, l’occasion d’étudier les cultures et les identités d’autres pays tout en contribuant à la construction de la propre identité de ces élèves et à la compréhension de l’identité des autres. Les TIC servent de catalyseur éducatif pour faciliter l’apprentissage collaboratif qui transcende les frontières nationales et offre aux élèves l’occasion d’étudier les ressemblances et les différences de cultures et d’identités, de renforcer leurs identités nationales et en même temps d’apprécier les caractéristiques d’autres identités et cultures.

Das Studium von Literatur und Kultur in einer Web‐basierten Umgebung

Die logische Grundlage dieses Projekts ist die Überzeugung, dass ein Studium im Bereich von Literatur wirksam sowohl ein Fenster zum Einblick in andere Kulturen und Identitäten öffnen kann, als auch zum eigenen Identitätsaufbau der Schüler und zum Verständnis der Identität anderer beitragen kann. ICT dient damit als Bildungskatalysator für kooperatives Lernen, damit die nationalen Grenzen überwunden werden können und bietet den Schülern die Gelegenheit, kulturelle‐ und Identitätsähnlichkeiten und Unterschiede zu erkennen, um ihre nationalen Identitäten zu stärken und gleichzeitig die Merkmale anderer Identitäten und Kulturen kennen und schätzen zu lernen.  相似文献   

Revisiting educational equity and quality in China through Confucianism, policy, research, and practice     

Guanglun Michael Mu  Xinrong Zheng  Ning Jia  Xiaohua Li  Shaoyi Wang  Yanchuan Chen  Ying He  Lyn May  Merilyn Carter  Karen Dooley  Adon Berwick  Angela Sobyra  Carmel Diezmann 《The Australian Educational Researcher》2013,40(3):373-389

The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current policy priority that aims to address educational equity and quality. We then present an overview of research on equity and quality in Chinese education. Informed by Confucianism, policy, and research, we pose a framework to structure our investigation and analysis of three illustrative examples, namely the Special Post Teacher Plan, amalgamation of rural schools, and schooling of floating children. Drawing insights from Confucianism, policy, research, and practice, we conclude that the promotion of educational equity through high quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China.  相似文献   

The transfer of reflective engagement from social work education into the workplace: a study of the value of scaffolded reflection     

Marian Murphy  Carmel Halton  Maria Dempsey 《Irish Educational Studies》2013,32(1):71-80

The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study carried out over a seven-year period with students/graduates from a master's in social work (MSW) professional qualification programme in Ireland. The research involved gathering data on participants’ experiences of reflective teaching and learning while on the course and in the initial years of their work as practitioners. In the early phases of the data collection, participants referred to developing epistemological awareness through the reflective process while on the course. This was in the context of a scaffold for reflection through journal writing and mentored portfolio inquiry. The outcomes of the study offer considerable insight into the challenges and value of developing a reflective teaching and learning environment in professional education. In particular, the work highlights how it impacts positively on professional practice.  相似文献   

Space of fuzziness: avoidance of deterministic decisions in the case of the inverse function     

Ofer Marmur  Rina Zazkis 《Educational Studies in Mathematics》2018,99(3):261-275

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The EU Memorandum on lifelong learning. Old wine in new bottles?     

Carmel Borg 《Globalisation, Societies & Education》2005,3(2):203-225

This paper provides a critical analysis of the EU’s Memorandum on lifelong learning in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy‐making in Europe as well as the all‐pervasive neo‐liberal ideology. The paper moves from theory to practice to provide critical considerations concerning certain ‘on the ground’ projects being presented as ‘best practice’ in EU documents. It brings out the neo‐liberal tenets that underlie much of the thinking and rationale for these projects, and indicates, in the process, how much of the old UNESCO discourse of lifelong education has been distorted to accommodate capitalism’s contemporary needs. An alternative conception of lifelong learning is called for.  相似文献   

Multicultural influences on group learning: a qualitative higher education study     

Arthur Sweeney  Scott Weaven  Carmel Herington 《Assessment & Evaluation in Higher Education》2008,33(2):119-132

Although the literature examining the usefulness of group projects is extensive, the link between cooperative learning, group performance and skills transfer in multicultural contexts remains unclear. Focus groups were conducted with a sample of 107 international and domestic postgraduate and undergraduate marketing students to investigate this link. Results confirm that group work facilitates the development of interpersonal skills, cross‐cultural collaboration and higher‐level learning. While there is the promise of transfer of learning to other situations, group learning effectiveness appears conditional on instructors preparing, coaching and debriefing students as to the expected benefits associated with participation in group projects throughout the semester. In addition, limited differences were observed between how international and domestic students responded to group activities, although this may (in part) be due to subtle differences in preconceived attitudes to group learning activities from the outset.  相似文献   

Researching with Children Theory and Practice M. O'Reilly,P. Ronzoni,and N. Dora Sage Publications Ltd,London, 2013, 295pp Price £21.59 ISN: 978‐1‐4462‐0848‐9          下载免费PDF全文

Carmel Capewell 《Journal of Research in Special Educational Needs》2017,17(1):74-75

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Energy system contribution to 400-metre and 800-metre track running     

Duffield R  Dawson B  Goodman C 《Journal of sports sciences》2005,23(3):299-307

As a wide range of values has been reported for the relative energetics of 400-m and 800-m track running events, this study aimed to quantify the respective aerobic and anaerobic energy contributions to these events during track running. Sixteen trained 400-m (11 males, 5 females) and 11 trained 800-m (9 males, 2 females) athletes participated in this study. The participants performed (on separate days) a laboratory graded exercsie test and multiple race time-trials. The relative energy system contribution was calculated by multiple methods based upon measures of race VO2, accumulated oxygen deficit (AOD), blood lactate and estimated phosphocreatine degradation (lactate/PCr). The aerobic/anaerobic energy system contribution (AOD method) to the 400-m event was calculated as 41/59% (male) and 45/55% (female). For the 800-m event, an increased aerobic involvement was noted with a 60/40% (male) and 70/30% (female) respective contribution. Significant (P < 0.05) negative correlations were noted between race performance and anaerobic energy system involvement (lactate/PCr) for the male 800-m and female 400-m events (r = - 0.77 and - 0.87 respectively). These track running data compare well with previous estimates of the relative energy system contributions to the 400-m and 800-m events. Additionally, the relative importance and speed of interaction of the respective metabolic pathways has implications to training for these events.  相似文献   

THE DISTRIBUTION OF HIGHLY ABLE STUDENTS ACROSS SCIENTIFIC FIELDS     

Baruch Nevo  Carmel Oren 《High Ability Studies》1992,3(1):99-104

In this paper psychometric data are presented which show that the distribution of highly able Israeli students across the various fields in the sciences is uneven. Most highly able students are attracted to the natural sciences, engineering and computer sciences. Only few are attracted to the social sciences, humanities, arts and education. Assuming that future scientific leaders will emerge from this elite group, the implications that the uneven distribution may have for predicted progress in the sciences are discussed.  相似文献   

RESCUR Surfing the Waves: an evaluation of a resilience programme in the early years     

Carmel Cefai  Astrid Arlove  Madeline Duca  Natalie Galea  Marilyn Muscat  Valeria Cavioni 《Pastoral Care in Education》2018,36(3):189-204

ABSTRACT

RESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A pre- and post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there are indications that the programme as a proportionate universal intervention for early years leads to an improvement in social and academic behaviours, but more rigorous research is needed to substantiate these findings.  相似文献