Portfolio practices in higher education in Norway in an international perspective: macro‐, meso‐ and micro‐level influences     

Olga Dysthe 《Assessment & Evaluation in Higher Education》2011,36(1):63-79

The point of departure for this article is the ‘chameleon’ aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro‐level influences, particularly the Bologna related Quality Reform, have shaped the overall development of portfolio practices. We contextualise and discuss the sudden expansion of learning and assessment portfolios in Norway after 2002. Our data are primarily a nationwide survey of portfolio practices, supplemented by findings in a research evaluation of the reform and previously published case studies. The majority of portfolios in Norwegian higher education can be classified as ‘disciplinary‐based course work portfolios’ and they typically serve a combination of learning and assessment purposes. But within this category we found systematic differences between different educational areas where the main dividing line seems to be between professional and non‐professional education. The underlying research perspective is sociocultural and this directs our attention to contexts, cultures and traditions that shape portfolio development and practices rather than to individual differences (micro level).  相似文献   

Illustrating Interpretive Inquiry: A Reflection for Art Museum Education     

Olga M. Hubard 《Curator: The Museum Journal》2011,54(2):165-179

Abstract Acknowledging that the purpose and form of inquiry processes can vary across and within disciplines, this article focuses on interpretive inquiry: the kind of inquiry conducted to interpret works whose reading is not “rigidly pre‐established and ordained” by a set of cultural references, but rather invite “freedom of reception” ( Eco 1989 , 6). Through comparison of two real‐life inquiries, the author shines a light on the distinctive features of interpretive inquiry. These include a web‐like meaning making process, a reliance on analogies and metaphors, and the possibility of accepting uncertainty as part of the work’s meaning. Implications for art museum education practice are explored.  相似文献   

Observing Panda Play: Implications for Zoo Programming and Conservation Efforts     

Sarah M. Bexell  Olga S. Jarrett  Luo Lan  Hu Yan  Estelle A. Sandhaus  Zhang Zhihe  Terry L. Maple 《Curator: The Museum Journal》2007,50(3):287-297

Abstract This study explores the effects of visitor observation of giant panda play on visitor concern for endangered species and satisfaction with seeing giant pandas. A total of 335 visitors to three institutions that house giant pandas participated in the study. These institutions are: the Chengdu Research Base of giant Panda Breeding, and the Chengdu Zoo, in China; and Zoo Atlanta in the U.S. After viewing the giant pandas, visitors were interviewed on whether they ever observed a panda play session, whether they observed panda play on the day of the visit, whether they wanted additional information on panda protection, and how satisfied they were with their visit to the pandas. An informational flyer was given to each interested survey participant after the interview. Visitors did not differ in their request for conservation information according to whether they had ever seen pandas play. However, visitors who observed panda play on the day of their visit expressed greater satisfaction with their visit. Implications for zoos and their conservation efforts are discussed.  相似文献   

Negotiating Personal and Cultural Significance: A Theoretical Framework for Art Museum Education     

Olga M. Hubard 《Curator: The Museum Journal》2007,50(4):401-416

This article presents a theoretical framework for those who facilitate engagements with works of art. The aim is to help facilitators negotiate potential differences between the original meaning(s) of an artwork and the fresh interpretations spectators articulate. The author applies Umberto Eco's ideas about literary texts to instances of interpretation in the visual arts. Eco suggests that the implications of unexpected readings change in different situations. Therefore, the facilitators' challenge is in discovering how to handle each individual encounter. To this end, facilitators may wish to ponder: What meaning does the new interpretation conflict with? And what is the distance between the cultural conventions of spectators and the conventions that framed the creation of the work? Real world examples are used to shed light on these questions and their significance.  相似文献   

Sensory and Physicochemical Quality Characteristics of Haddock Fish Cake Enriched with Atlantic Mackerel Quality of Fish Cakes     

Janna Cropotova  Revilija Mozuraityte  Inger Beate Standal  Olga Szulecka  Tomasz Kulikowski  Adam Mytlewski  Turid Rustad 《Food Technology and Biotechnology》2021,59(1):4

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Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners     

Yvette Lapayese  Karen Huchting  Olga Grimalt 《Journal of Latinos & Education》2014,13(2):152-160

Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least examined and reported for English language learners in the United States. This exploratory quantitative study investigates the interplay between gender and biliteracy in a diverse urban school district. The quantitative data demonstrate gender variations across all years and grade levels and on both English and Spanish assessments.  相似文献   

Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: a longitudinal study   总被引：1，自引：0，他引：1  

Papaioannou A  Bebetsos E  Theodorakis Y  Christodoulidis T  Kouli O 《Journal of sports sciences》2006,24(4):367-382

Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence.  相似文献   

Images of the holy hymnographers in the iconographical programme of the church of St Panteleemon in Nerezi,Macedonia (1164)1     

Olga Ovcharova 《Al-Masaq: Islam & the Medieval Mediterranean》2004,16(1):131-146

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Food for Education in Honduras: Psychosocial correlates of childhood literacy     

Thomas?M.?CreaEmail author  Antonia?Eliana?Diaz-Valdes  Elizabeth?Gruenfeld  José?Acevedo  Blain?Cerney  Marlon?Medina  Glenda?Hernandez  Olga?Canelas 《Prospects》2017,47(3):245-256

School feeding programs in low- and middle-income countries tend to focus on school attendance and literacy. Some evidence suggests that bolstering schools as a nexus of community plays an important psychosocial function for children and families. This study examines the extent to which childhood literacy rates are associated with parents’ and teachers’ perceptions of community violence and cohesion, following participation in a large-scale school feeding program in the Department of Intibucá, Honduras. Primary school children (n = 3,147) from 176 schools completed standardized literacy tests. Scores were linked to parents’ (n = 328) and teachers’ (n = 537) responses about community cohesion and violence. Social bonding among parents was positively associated with children’s literacy. Community violence reported by teachers exerted a negative influence. The authors discuss these results in light of how vertically focused interventions such as school feeding can be integrated to account for the specific contextual factors that affect, and are affected by, the program itself.  相似文献   

Discriminant Validity of the Adult Attachment Interview     

Judith A. Crowell  Everett Waters  Dominique Treboux  Elizabeth O'Connor  Christina Colon-Downs  Olga Feider  Barbara Golby  German Posada 《Child development》1996,67(5):2584-2599

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