Learning the methods and the skills of global product realization in an academic virtual enterprise     

IMRE HORVÁTH  JOŽE DUHOVNIK  PAUL XIROUCHAKIS 《European Journal of Engineering Education》2003,28(1):83-102

This paper reports on and draws conclusions about the international course called European Global Product Realization. It was organized to provide university students with knowledge about distributed product development in virtual enterprises. The philosophy of the course is discussed together with its structure, contents, organization, infrastructure, deliverables and the experiences. Necessitated by globalization, the principles of operation of virtual enterprises were used in organizing the course. The knowledge accumulated in global product realization by the participating companies and academic sections provided the basis for the course and for the student projects. The organizers put the students of three European universities into the position of evolving young professionals who act as both knowledge producers and knowledge consumers. The design and engineering students took part in academic lectures and industrial case studies in a virtual classroom and practised collaborative product development in the emulated virtual enterprise. The academic virtual enterprise framework has been confirmed to be a solution for opening the conventional educational institutions. Our future work will concentrate on how to exploit disciplinary and operational research as the engine behind academic learning and teaching.  相似文献   

Pain reduction and treatment of sore nipples in nursing mothers          下载免费PDF全文

Cadwell K  Turner-Maffei C  Blair A  Brimdyr K  Maja McInerney Z 《The Journal of perinatal education》2004,13(1):29-35

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Classroom learning and achievement: how the complexity of classroom interaction impacts students’ learning     

Sören Podschuweit  Sascha Bernholt  Maja Brückmann 《Research in Science & Technological Education》2016,34(2):142-163

Background: Complexity models have provided a suitable framework in various domains to assess students’ educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it.

Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students’ and teachers’ class contributions have on students’ learning outcomes.

Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students.

Design and methods: Students’ and teachers’ verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students’ learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain.

Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students’ achievement.

Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students’ level of competency.  相似文献   

Parents’ beliefs about young children’s play and nature experiences in Danish and US contexts     

Maureen Vandermaas-Peeler  Caroline Dean  Maja Sbahi Biehl  Anna Mellman 《Journal of Adventure Education & Outdoor Learning》2019,19(1):43-55

Two studies were conducted in the US and Denmark to examine parents’ beliefs about the importance of play and nature experiences for early childhood development. Thirty parents in the US and 19 parents in Denmark completed semi-structured interviews with quantitative and qualitative elements. Although families in both contexts highly valued outdoor and nature experiences, parents in the Danish context provided a stronger rationale for taking children outdoors regardless of environmental conditions and affording them opportunities to explore freely and take risks. Parents in the US focused mainly on individual developmental benefits of play, whereas parents in Denmark also acknowledged the importance of spending time in nature for society and the environment. The findings provide evidence that sociocultural values and expectations influence parental beliefs and practices regarding outdoor and nature play, and have implications for young children’s play opportunities within and across cultural contexts.  相似文献   

Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines     

Maja Husar Holmes  J. Kasi Jackson  Rachel Stoiko 《Innovative Higher Education》2016,41(5):381-394

This exploratory qualitative study examined faculty responses to a collegiality-building process called Dialogues. The process used a series of discussions and activities to guide faculty members toward a common, mutually beneficially goal, while changing patterns of interaction. The responses revealed how faculty members experienced collegiality-building practices, including individual reflection, small group discussions, idea generation and prioritization, and consensus-building. The study examined faculty responses within STEM departments. We conclude with recommendations for encouraging inclusive and participatory departmental norms and behaviors in order to promote a positive departmental climate, which is crucial to achieving equity in all disciplines of the academia.  相似文献   

Learner-generated drawing as a strategy for learning from content area text     

Peggy Van Meter  Maja Aleksic  Ana Schwartz  Joanna Garner 《Contemporary educational psychology》2006

Learner-generated drawing is a strategy that can improve learning from expository text. In this paper, a model of drawing construction is proposed and the experimental design tests hypotheses derived from this model. Fourth and sixth grade participants used drawing under three experimental conditions with two conditions including varying degrees of support. On a problem solving posttest, both supported drawing groups scored higher than the non-drawing Control group. Although the grade by condition interaction was not significant, there was a strong trend in this direction. When sixth grade participants were considered independently, participants in the most supported drawing condition also obtained higher problem solving scores than those who drew without support. There were no significant condition effects for fourth grade nor were there any significant effects on a multiple-choice recognition posttest. Results were consistent with hypotheses and are discussed in light of the proposed theoretical framework.  相似文献   

Teachers’ sense of efficacy in their work with pupils with learning,emotional and behavioural difficulties     

Maja Kuronja  Branka Čagran  Majda Schmidt Krajnc 《Emotional and Behavioural Difficulties》2019,24(1):36-49

This study investigates primary school teachers’ sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers’ self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils’ learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils’ engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils’ disruptive behaviour.  相似文献   

Influence of Cultivar and Industrial Processing on Polyphenols in Concentrated Sour Cherry (Prunus cerasus L.) Juice     

Maja Repaji?  Danijela Bursa? Kova?evi?  Predrag Putnik  Verica Dragovi?-Uzelac  Josipa Ku?t  Zrinka ?o?i?  Branka Levaj 《Food Technology and Biotechnology》2015,53(2):215-222

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The Slovene Model of Sports Classes in Grammar Schools: Psychological and Educational Point of View     

Maja Zupancic  Janez Justin 《Educational Research and Evaluation》2013,19(1):42-56

A follow-up comparative study of intellectual abilities, personality traits, achievement motivation, general knowledge and educational achievement in math and English was conducted on a 16-17 year old group of sports-youth attending sports classes in grammar school and on the same age group of non-sports-youth attending regular classes. Initially 62 pairs of subjects participated and 54 pairs remained in the study two years later. The study focused on: (a) the differences between the groups with regard to the above-stated dependent variables; (b) the differences within each of the groups within a two-year period. The obtained results point to the conclusion that a suitable combination of flexible organization of academic work and intensive competitive-sports practicing does not have a negative impact either on intellectual and personality development nor on the educational achievements of the sports-youth when compared to their non-sports counterparts. Résumé Une étude comparative longitudinale des compétences intellectuelles, des traits de personnalité, de la motivation pour la réussite, des connaissances générales et des résultats scolaires a été conduite en mathématiques et en anglais chez des élèves de 16-17 ans qui suivent au lycée des classes sportives et chez des élèves du même âge qui suivent une scolarité dans des classes non sportives. Au début il y avait 62 paires d'élèves qui participaient à l'étude; deux ans plus tard il ne restait que 54 paires. L'étude porte sur : (a) les différences entre les deux groupes selon les variables dépendantes indiquées ci-dessus ; (b) les différences intra-groupe sur une période de deux ans. Les résultats obtenus montrent qu'un bon équilibre entre une organisation souple du travail scolaire et une pratique sportive intensive de compétition n'a pas d'effet négatif sur le développement intellectuel et personnel des élèves sportifs, ni sur leurs résultats scolaires lorsqu'on compare ceux-ci à leurs homologues non sportifs. (Traduction: Michel Caillot, Education et Apprentissages, Université René Descartes, Paris)  相似文献   

Uniform library information system in Yugoslavia     

Bogomila Živković 《International Information and Library Review》2013,45(3):367-371

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