Alien or Alike? How the Perceived Similarity Between the Typical Science Teacher and a Student’s Self-Image Correlates with Choosing Science at School     

Ursula Kessels  Ruurd Taconis 《Research in Science Education》2012,42(6):1049-1071

By applying the self-to-prototype matching theory to students?? academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students?? self-image on the other. A sample of N?=?308 Dutch and German students described both themselves and typical teachers representing different school subjects using 65 trait adjectives. The following hypotheses were tested: The typical hard sciences teacher and the typical languages teacher will be perceived as differing in their personal characteristics. The typical physics teachers will be perceived as being less similar to students' own self-image than teachers representing languages. Actual choices students make during secondary school should correlate with the perceived fit between students?? self-image and the prototype of teachers representing different school subjects, especially in the less frequent and less popular choices of a math or physics major/profile. The findings supported these hypotheses. The discussion stresses that students acquire not only knowledge about science but also about science culture (sensu Aikenhead) in their science classes and that students?? image of science teachers can influence their academic choices.  相似文献   

Learning from fellow engineering students who have current professional experience     

John W. Davies  Ursula Rutherford 《European Journal of Engineering Education》2012,37(4):354-365

This paper presents an investigation of how experience-led content in an engineering degree can be strengthened by creating opportunities for engineering students to benefit from the knowledge, skills and resources of students with current professional experience. Students who study civil engineering part-time at Coventry University (while also working in the industry) are being used as mentors for full-time students, and careful attention is being paid to the input they can make to group project work. This paper reviews the results of evaluations of these two initiatives. The clearest enhancement to learning provided by the part-time students in these settings is the access they provide for the full-time students to real examples and the provision of actual physical artefacts such as drawings, photos, example documents and templates. Full-time students also gain an awareness of the value of the professional skills. The study confirms the value of these initiatives and points to future improvements.  相似文献   

Implications of risk and resilience in the life of the individual who is gifted/learning disabled     

Ursula M. Gardynik  Linda McDonald 《Roeper Review》2013,35(4):206-214

The constructs of risk and resilience and their implication in the life of individuals who are gifted, learning disabled, and gifted/learning disabled will be explored in this paper. The intent is to understand further how the constructs of risk and resilience affect individuals who are gifted/learning disabled. The paper includes a discussion of risk and resilience, followed by a discussion of learning disabilities, giftedness, and learning disabilities combined with giftedness. Each of these sections addresses the risk factors that hinder normal development and make the individual more vulnerable and the protective factors that serve to buffer the individual's response to adversity. Interventions that may foster resilience in the individual who is gifted/learning disabled are proposed.  相似文献   

Developmental Changes in Attention and Comprehension Among Children With Attention Deficit Hyperactivity Disorder     

Ursula L. Bailey  Elizabeth P. Lorch  Richard Milich  Richard Charnigo 《Child development》2009,80(6):1842-1855

Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children’s recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys‐present condition and no improvement in recall of causal relations in either viewing condition.  相似文献   

Adopters build bridges: Changing the institutional logic for more sustainable cities. From action to workset to practice     

Ursula Weisenfeld  Antoniya Hauerwaas 《Research Policy》2018,47(5):911-923

The aim of this article is to develop a model of change in urban context to map key steps towards changing an institutional logic: How can new ideas that aim at changing the dominant logic become practice in a city? To this end, the article explores the innovation process of institutions, thereby bringing together areas of research on institutional entrepreneurship, innovation processes, and transformation. Our model interlinks invention, innovation and adoption of new institutions to achieve a new institutional logic for more sustainable development in a city. We introduce ‘workset’ as an interim step between action and practice and identify local adopters as key for diffusion. We illustrate our framework using a case study of urban institutional entrepreneurship in the socio-economic system of a German city. Our findings indicate that the roles of local institutional entrepreneurs and local adopters partly overlap, that worksets are crucial for broader diffusion of new institutions, and that a robust design supports the adoption of the institutional innovation.  相似文献   

Beneficial effect of enriched air nitrox on bubble formation during scuba diving. An open-water study     

Anne-Kathrin Brebeck  Andreas Deussen  Ursula Range  Costantino Balestra  Sinclair Cleveland 《Journal of sports sciences》2018,36(6):605-612

Bubble formation during scuba diving might induce decompression sickness.

This prospective randomised and double-blind study included 108 advanced recreational divers (38 females). Fifty-four pairs of divers, 1 breathing air and the other breathing nitrox28 undertook a standardised dive (24 ± 1 msw; 62 ± 5min) in the Red Sea. Venous gas bubbles were counted (Doppler) 30–<45 min (early) and 45–60 min (late) post-dive at jugular, subclavian and femoral sites.

Only 7% (air) vs. 11% (air28®) (n.s.) were bubble-free after a dive. Independent of sampling time and breathing gas, there were more bubbles in the jugular than in the femoral vein. More bubbles were counted in the air-group than in the air28-group (pooled vein: early: 1845 vs. 948; P = 0.047, late: 1817 vs. 953; P = 0.088). The number of bubbles was sex-dependent. Lastly, 29% of female air divers but only 14% of male divers were bubble-free (P = 0.058).

Air28® helps to reduce venous gas emboli in recreational divers. The bubble number depended on the breathing gas, sampling site and sex. Thus, both exact reporting the dive and in particular standardising sampling characteristics seem mandatory to compare results from different studies to further investigate the hitherto incoherent relation between inert gas bubbles and DCS.  相似文献   

Rethinking academic literacies. A conceptual development based on teaching practice     

Ursula Canton  Michelle Govan  Daniela Zahn 《Teaching in Higher Education》2018,23(6):668-684

Academic Literacies, the most influential conceptual framework for writing practitioners at UK universities, is closely related to widening participation. At the same time, writing support is often justified with the argument that written communication is among the most important employability skills for graduates. While these concepts are often used simultaneously, their underlying premises are not necessarily congruent. This paper reflects on a writing intervention that highlighted the difficulties that can arise from a seeming ‘pick and mix’ use of these two frameworks, Academic Literacies and writing as an Employability Skill. Based on this analysis of the practice of teaching writing at a post-92 university, it establishes the need for an expanded, theoretical framework for writing support.  相似文献   

The Development of a Community of Practice for Educators Working with Newcomer,Spanish-speaking Students     

Ursula S. Aldana 《理论付诸实践》2018,57(2):137-146

Drawing on 3 years of observational, survey, and interview data, this article highlights the importance of communities of practice (Lave & Wenger, 1991) for school staff members supporting Spanish-speaking, newcomer students in large, comprehensive high schools that often lack the resources to directly support this population. We highlight how a research project focused on the implementation and development of a bilingual math and science curriculum across 4 schools in urban and rural California provided teachers, counselors and school leaders the necessary space and community to know what and how to best serve immigrant, Spanish-dominant students. The article demonstrates how these school staff people leveraged the research project meetings and check-ins with research assistants to share best practices and common challenges across schools and roles when working with newcomer students.  相似文献   

Mapping the intermediate: lived technologies of money and value     

Mrinalini Tankha  Ursula Dalinghaus 《Journal of Cultural Economy》2020,13(4):345-352

ABSTRACT

As financial transactions are increasingly digitized, old and new kinds of intermediaries are only expanding in importance. Intermediaries, mediators and brokers sit at critical junctures and operate between diverse financial arenas and pathways. We argue that mapping the intermediate entails identifying how different kinds of actors—human and non-human, objects and interfaces, institutions and practices—delimit or reify but also stitch together and overcome spatial and temporal differences in people's financial lives, while taking on varying burdens of risk. Mapping the intermediate is both an empirical and methodological exercise. Empirically, it requires following the agents and traders, brokers and material objects that facilitate transactions and add, extract, or re-work different kinds of value. Methodologically, intermediaries and the intermediate are not only the objects of analysis but act as analytical tools in their own right, making the process and politics of transactions visible and tangible. Attending to the intermediate in our inquiries around money, currency and new digital financial technologies, thereby, offers new directions for grounding finance in politics and history and better connecting micro and macro and local and global economic processes.  相似文献   

Professor Geoffrey Parrinder (30 April 1910–16 June 2005)     

Ursula King 《British Journal of Religious Education》2006,28(2):115-118

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