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41.
Re-bordering comparative education in Latin America: Between global limits and local characteristics 总被引：1，自引：0，他引：1
Felicitas Acosta Cristian G. Perez Centeno 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,38(4):477-496
Conceived for presentation at the XIV WCCES conference in Istanbul in 2010, the topic of which was “Bordering Comparative
Education”, this paper, within that framework, aims to present the current state of the discipline in Latin America in relation
to a quick overview of its present-day situation at a global level. After providing an overview of the current debates on
comparative education, with special emphasis on what the authors refer to as motor nuclei (a series of milestones or episodes which have become transdiscursive as the discipline has evolved), as well as pinpointing
current challenges in the field, this paper looks into the development of the discipline in Latin America and how it has contributed
to the understanding of the region’s educational systems. The paper also examines the unique relationship between comparative
studies and the field of educational planning in Latin America. The authors then go on to provide a thematic analysis, categorising
the papers presented at three conferences held by the Sociedad Argentina de Estudios Comparados en Educación (SAECE, the Argentine Society for Comparative Education Studies) in 2005, 2007 and 2009. The paper closes with several conclusions
regarding the current debate on the discipline in the region and its possibilities for the future. 相似文献
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Felicitas M. Brech Uwe Messer Philipp A. Rauschnabel Bjoern S. Ivens 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):112-130
Although many universities use social media to interact with stakeholders, little is known about the underlying mechanisms. Drawing on theories of self-presentation and community engagement, we develop a theoretical model to explain these crucial outcome factors. We then test the model based on secondary data from 159 universities. Our findings reveal the double-edged nature of community size: universities with a strong reputation tend to have more Facebook fans, but having many Facebook fans has detrimental effects on individual fan engagement. Furthermore, the frequency of updates is a crucial factor, as too frequent and too infrequent updates lead to lower levels of fan engagement. We discuss theoretical implications for online communities and derive implications for social media managers. 相似文献
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Felicitas Macgilchrist 《Learning, Media and Technology》2019,44(1):77-86
ABSTRACTAs digital data become increasingly central to education, hopes for educational equity are pinned more strongly on educational technology providers. This paper examines the data practices of edtech providers who are not simply making token gestures towards justice and equality. Drawing on ethnographic interviews and Berlant’s notion of cruel optimism, it presents three data stories. The paper suggests that datafication in education provides a showcase of cruel optimism, i.e., when the object of desire is blocking one’s flourishing. The conclusion considers the constitutive paradoxes of datafied education, and implications for the current phase of edu-technical transformation. 相似文献
45.
Medical care in sport comprises a variety of treatments, from scientifically proven biomedicine to complementary and alternative medicine. Information and knowledge about these diverse treatment options is spread by different sources. Thus, athletes encounter information of varying content, quality and background. This exploratory pilot study addresses athletes' medical opinions, their health-related information seeking behaviour and the knowledge sources they utilise. Questionnaires were used to examine n = 110 German athletes (nmale = 69, nfemale = 41; meanage = 24.28 ± 4.97 years) at high performance levels (national team and/or European championship and/or World championship n = 22; first national league and/or German championship n = 51, second national league and/or State championship n = 37) from various Olympic sports. A cluster analysis regarding the athletes' attitudes towards sport medicine exhibited four different types of athletes: ‘the autonomous athlete’, ‘the open-minded athlete’, ‘the functionalistic athlete’ and ‘the conservative athlete’. In general, our findings show that the most used and trusted information sources are physicians and physiotherapists. However, medical information is trusted the most if it is experience- and field-tested, and comes from the athletes' sport-specific network. Our findings also suggest that professional medical knowledge management in competitive sport is needed. 相似文献
46.
In this article, we “think with” theories of affect and transmedial storytelling to explore the cruel optimism that standardised reading pedagogies (e.g. read alouds; leveled readers/independent reading) can produce for readers. We draw on particular moments in a first grade classroom to argue that such pedagogies transmit “normalizing” affects that promise upward mobility, college and career readiness/success, classroom community, and happiness but instead produce literate identities, which cruelly reinforce the racialised, gendered and classist myth of meritocracy. According to Blackman (2019), cruel optimism is harmful because it normalises particular fictions and fantasies that are presented as scientific truths without acknowledging that these dominant stories are but one narrative, thereby closing off other ways of knowing, being and doing. This work offers pedagogical possibilities for bodies that are often read as unsuccessful (e.g. disengaged and struggling) and/or successful (e.g. happy and engaged) and explains how the guise of optimism can fail to acknowledge the larger social, political and economic forces at play. These forces shape the unfolding of academic realities that are simultaneously connected to the past, present and future. 相似文献
47.
David V. Thiel 《Higher Education》1982,11(6):635-643
The computer revolution has affected almost every aspect of life including the scientific disciplines. Higher education in science must take account of this in the preparation of effective scientists. This article is based on an attempt at Griffith University to do this in the School of Science by the introduction of a new concentration area named Electronics and Instrumentation and postulates that the success of the program in enabling students of all scientific disciplines to take this concentration area is due in part to the flexibility available within this interdisciplinary school. 相似文献
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Ulrich Thiel André Everts Barbara Lutes und Kostas Tzeras 《Informatik - Forschung und Entwicklung》1998,13(3):147-158
Zusammenfassung. In diesem Beitrag wird eine „digitale Bibliothek” definiert als informationelle Umgebung, in der in integrierter Form verteilte
Informationsquellen zug?nglich sind. Die Suche ist normalerweise ein interaktiver Proze?, in dem verfügbare Informationen
in unterschiedlichen Formaten und in unterschiedlichen Kontexten benutzt werden. Ein wichtiges Forschungsthema im Bereich
digitaler Bibliotheken ist daher der Entwurf anwendungsspezifischer Methoden für den Zugang zu heterogenen Wissensquellen,
die sich bzgl. Thema, Format, Verfügbarkeit, Qualit?t und vieler anderer Eigenschaften stark unterscheiden k?nnen. Um dieser
Anforderung gerecht zu werden, müssen die eingesetzten Information-Retrieval-Systeme eine sehr pr?zise Suche erm?glichen.
Dabei reicht es nicht aus, lediglich Dokumente und Daten nachzuweisen, vielmehr müssen die gefundenen Informationen im Kontext
des Informationsbedarfs des Benutzers eingebunden sein. Für diese Aufgabe schlagen wir Retrieval-Methoden vor, die auf abduktiver
Logik basieren.
Eingegangen am 19. Januar 1998 / Angenommen am 28. Juli 1998 相似文献
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Bessie P. Dernikos Jaye Johnson Thiel Bianca Nightengale-Lee Kimberly Lenters Erin Bailey 《Literacy》2023,57(2):94-105
In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences—practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies ‘into the red,’ namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting ‘otherwise’ social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence. 相似文献