Travelling policies and contextual considerations: on threshold criteria     

Adam Nir  Yasar Kondakci  Serap Emil 《Compare》2018,48(1):21-38

Educational policy borrowing has become rather common in our globalised world. However, the literature lacks contextual criteria that may be employed by researchers and policy makers to assess the correspondence of a particular policy to the local context of a borrowing system. Based on a secondary analysis of documents and research reports, this paper describes the process of policy borrowing in the Israeli and Turkish educational systems. Discrepancies were found between the basic qualities of the borrowed policies and the contextual features and processes that characterise each educational system. The lack of congruency appears to be even deeper in centralised structures where the act of policy setting is done by top-level policy makers who are isolated from local school circumstances. Threshold criteria referring to fundamental considerations during decision making are offered and their theoretical and practical implications for centralised structures are discussed.  相似文献   

Social media and the university decision. Do prospective students really care?     

Alison B. Shields  Adam Peruta 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):67-83

In the world of social media marketing, colleges and universities can benefit from enhanced understanding of how prospective students use social media. Due to the ever-evolving nature of social media use, there are gaps in the current research regarding how students use social media to aid in their matriculation decision-making. Using survey data from current university students across the U.S. (n?=?364) and one-on-one interviews (n?=?12) with students at a small liberal arts college, the authors address conflicting information where students report both using and not using social media to narrow their search and make their matriculation decision. The findings suggest that while students may not report visiting social media sites or may report that social media does not impact their matriculation decision when asked in a survey, in interview settings the vast majority of students reported using social media platforms to learn more about higher education schools under consideration. By exploring which platforms students use and the selection of platforms for specific use cases, the authors provide suggestions and guidelines for social media managers looking to maximize the effectiveness of their social media recruiting strategies and campaigns.  相似文献   

Examining environmental learning experiences at an earth education summer camp     

Adam Cheeseman  Tarah Wright 《Environmental Education Research》2019,25(3):375-387

Many barriers restrict children’s access to nature resulting in negative consequences, including a lack of opportunities to learn and engage with the natural environment. Fortunately, environmental education programs offer participants an opportunity to counteract these challenges. While the benefits of environmental education as measured by pre-determined outcomes are well documented, research focused on participants’ perceptions and preferences related to their environmental learning experiences continues to be under-represented in the literature. Using a pre-/post-test survey approach, this study aimed to explore how an earth education summer camp, Sunship Earth ^TM, contributed to participants environmental learning experiences. Results suggest that Sunship Earth ^TM provides children with various EL opportunities that help to increase their understanding of some ecological concepts. Results also suggest that this learning experience may have helped to broaden participants’ understanding of environmental issues and actions, as well as enhance feelings of care, interest, and responsibility towards the environment.  相似文献   

MicroObservatory Net: A Network of Automated Remote Telescopes Dedicated to Educational Use     

Philip M. Sadler  Roy R. Gould  P. Steven Leiker  Paul R. A. Antonucci  Robert Kimberk  Freeman S. Deutsch  Beth Hoffman  Mary Dussault  Adam Contos  Kenneth Brecher  Linda French 《Journal of Science Education and Technology》2001,10(1):39-55

Many students have a deep interest in astronomy, but a limited opportunity to use telescopes to explore the heavens. The MicroObservatory Network of automated telescopes is designed to provide access to classroom teachers who wish their students to conduct projects over the World Wide Web. The intuitive interface makes it easy for even 10-year-olds to take pictures. Telescopes can be remotely pointed and focused: filters, field of view, and exposure times can be changed easily. Images are archived at the website, along with sample challenges and a user bulletin board, all of which encourage collaboration among schools. Wide geographic separation of instruments provides access to distant night skies during local daytime. Since first light in 1995, we have learned much about remote troubleshooting, designing for unattended use, and for acquiring the kinds of images that students desire. This network can be scaled up from its present capability of 240,000 images each year to provide telescope access for all US students with an interest in astronomy. Our WWW address is http://mo-www.harvard.edu/MicroObservatory/  相似文献   

“I woke myself”:The Changeover as a modern adaptation of “Sleeping Beauty”     

Adam Berkin 《Children‘s Literature in Education》1990,21(4):245-251

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The correlation between education and earnings - a comment     

Adam Westoby 《Higher Education》1972,1(4):463-468

In this note, Blaug's article in Volume 1, No. 1, is criticised on the grounds that the economic interpretation of the correlation between education and earnings is based on a mistaken view about the nature of capital; and hence human capital theories are logically incoherent.  相似文献   

Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors     

Michelle R. Marchant  Brock R. Solano  Adam K. Fisher  Paul Caldarella  K. Richard Young  Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007.  相似文献   

Posthumanist Perspectives on Racialized Life and Human Difference Pedagogy     

Petra Mikulan  Adam Rudder 《Educational theory》2019,69(5):615-629

This discussion begins from the speculation that evaluating formulations of life has become one of the leading prerogatives of “novel” turns to matter, materiality, and the posthuman. However, moving with the Other (rather than simply representing them) has proven a difficult task for scholars in education concerned with decolonizing pedagogies by critiquing epistemological and ontological regimes of power disengaged from the interrogation of the metaphysics of race and sex at the center of Western metaphysical foundations of thought. There is an ongoing need for sustained engagement with the assumption of human primacy that runs through the nearly ubiquitous assertions of what Claire Colebrook calls active vitalism, which is characteristic of humanist approaches to education. In other words, the new conceptualizations of posthumanism only rarely challenge the lingering humanist concept of life itself. In this article, Petra Mikulan and Adam Rudder argue that posthumanist and neo‐vitalist materialist approaches to ontology must consider that racism is vitalist in the active sense because it begins with bodies (as bounded organisms always autopoetic and self‐proximate) and that vitalism is racist because it then distributes and discriminates racialized bodies according to their function as parts in a whole.  相似文献   

The development of subjective group dynamics: children's judgments of normative and deviant in-group and out-group individuals     

Abrams D  Rutland A  Cameron L 《Child development》2003,74(6):1840-1856

A developmental model of subjective group dynamics suggests that social identity is sustained first by intergroup biases and later by intragroup biases. In this study 476 English children 5 to 11 years old evaluated the English and German soccer teams, and judged in-group or out-group members whose attitudes toward the teams was normative versus antinormative. Children of all ages expressed intergroup bias. Differential evaluation against in-group deviants and in favor of out-group deviants strengthened with age. Understanding of targets' relative acceptability (differential inclusion) among in-group and out-group members mediated the effects of age and intergroup bias on intragroup bias. Identification with the in-group moderated the effects only among older children.  相似文献   

Preservice teachers’ perceptions of an ICT-rich learning environment: Development of an instrument     

Adam Handelzalts  Ellen van den Berg  Geesje van Slochteren  Suzanne Verdonschot 《Learning Environments Research》2007,10(2):131-144

This article reports the development of an instrument to measure preservice teachers’ perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners’ Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.  相似文献