THIRD WORLD POSTGRADUATE STUDENTS IN A EUROPEAN UNIVERSITY—A CASE STUDY FROM NEWCASTLE UPON TYNE     

Chris de Winter Hebron 《Higher Education in Europe》1984,9(1):54-62

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Is students’ energy literacy related to their university’s position in a sustainability ranking?     

D. R. E. Cotton  J. Winter  W. Miller  L. Dalla Valle 《Environmental Education Research》2018,24(11):1611-1626

Abstract

University rankings are increasingly important internationally, and in the UK include a sustainability ‘Green League’. However, there is little evidence about experiences of studying in ‘sustainable universities’. We report an empirical study at five universities in varied positions in the Green League, exploring students’ energy literacy, environmental attitudes and perceptions of their institution’s energy-saving efforts. Although the link to energy literacy is not clear, findings suggest that there are significant differences between students’ environmental attitudes at universities placed at different points in the league. In addition, students at higher ranked universities are more positive about their university’s energy-saving efforts, suggesting that these institutions may exhibit more overt manifestations of sustainability. This is important since students report being more likely to choose energy-conservation behaviours if there is visible representation of energy use. The study is the first to attempt a comparison between universities at different positions in a sustainability ranking.  相似文献   

Digital archives in the cloud: Collective memory,institutional histories and the politics of information     

Michael A. Peters  Tina Besley 《Educational Philosophy and Theory》2019,51(10):1020-1029

The archive is a cultural institution that creates a framework for the social and collective memory and as such is one of the collection of knowledge institutions that not only preserves and classifies “texts” but uses them to re-create collective memory and sometimes to invent cultural histories. Like all knowledge institutions, the archive is also a construction deeply implicated in knowledge politics or what Foucault calls power/knowledge. In the past the archive has functioned as a central metaphor for the construction of human knowledge in all it is different institutional forms and like the encyclopedia and the camera, the archive produces highly coded representations that make implicit validity claims to the truth and justice of the past. Politically speaking, those who control the archive control the past. In the digital world, the archive is used to describe a machine-readable location as a store for “data” and “information.” Digital technologies radically alter our existing institutions, making access to their embedded knowledge widely available and enable learning and research anytime, anywhere. Data analytics algorithmically can manipulate electorates and entire democracies in new ways, while destabilising the free press. This article asks what digitizing an archive means for collective memory, for the history of institutions and for politics in the Cloud.  相似文献   

一生的朋友     

Tina Leeds 《海外英语》2004,(8):12

天下无不散之筵席,校园生活的终点就是各奔前程。那曾经拥有的万般思绪,是飞扬还是在沉默中淡忘?本刊从第8期开始征集校园生活的原创作品,中英文皆可,篇幅在500-1000字。  相似文献   

The dyadic nature of bullying and victimization: testing a dual-perspective theory   总被引：2，自引：1，他引：1  

Veenstra R  Lindenberg S  Zijlstra BJ  De Winter AF  Verhulst FC  Ormel J 《Child development》2007,78(6):1843-1854

For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship.  相似文献   

Professor Emeritus Ivan Snook     

Michael A. Peters  Tina Besley 《Educational Philosophy and Theory》2019,51(1):130-131

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School alienation and student well-being: a cross-lagged longitudinal analysis     

Morinaj  Julia  Hascher  Tina 《European Journal of Psychology of Education - EJPE》2019,34(2):273-294

European Journal of Psychology of Education - School alienation is identified as a severe educational problem that hampers students’ academic journey. However, little is known about the...  相似文献   

Great Lakes Resource Sharing Conference Issue     

Tina Baich 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-5):49-50

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Education and training 14–19: Curriculum,qualifications and organisation     

James de Winter 《Curriculum Journal》2013,24(1):98-99

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Making Critical Connections Between Social Studies Teaching and Student Achievement Using NAEP Data Explorer     

Paul G. Fitchett  Tina L. Heafner 《The Teacher Educator》2013,48(4):296-310

In this analysis of promising practice, we demonstrate how social studies methods instructors can incorporate data analysis of the 2010 United States History National Assessment of Educational Progress (NAEP–USH) to facilitate pedagogical aims, engage teacher candidates in critical discourse, and investigate the contexts of teaching and learning. The NAEP data explorer application is a valuable tool for examining social studies theory and practice in relation to student learning outcomes. Our assessment of teacher candidates' responses to the activity leads to the recommendation that NAEP data analysis and results encourage self-evaluation of instructional practices while simultaneously supporting critical interpretations of the NAEP exam.  相似文献