We can be as busy as a bee: a grounded theory study of Filipino elderly prisoners’ engagement     

Allan B. de Guzman  Ynna Pauline S. Herrera  Jonathan E. Hernando  Marithe Danielle A. Hipe  Les Paul M. Valdez 《Educational gerontology》2020,46(5):247-257

ABSTRACT

The centrality of social relationship for older adults living in prison cannot be underestimated. While previous studies have investigated the loss of social functioning among older prisoners, there is no known information pertaining to how engagement is experienced among this vulnerable group. This grounded study purports to describe the process by which engagement is experienced among a select group of incarcerated Filipino elderly. Strauss and Corbin’s Grounded Theory design was utilized. A total of 25 incarcerated Filipino elderly in the largest penitentiary in the country were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. Finally, themes were validated via member checking procedure. Interestingly, the study afforded the development of de Guzman, Herrera, Hernando, Hipe, and Valdez Zipper of Engagement Theory among incarcerated elderly. Interestingly, three phases relative to engagement emerged, namely: Initiating, Connecting, and Enabling. Primarily, the Initiating phase involves feelings of fear and nervousness as the incarcerated elderly familiarize themselves with the prison environment. The Connecting phase typifies recognition of the benefits of engagement leading to voluntary participation in activities. Finally, in the Enabling phase, inmates empower themselves and others to grow as they fully acquire the sense of engagement. Gerontological education and research implications are discussed.  相似文献   

Curriculum and Society: Rethinking the Link     

Alicia de Alba 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,27(4):431-443

This article argues that the link between educational curricula and society as a whole has become critically uncertain. This crisis is linked to a number of factors related to the post-modern world view, including: the disappearance of grand utopian social visions of the kind that used to underpin educational policy; the lack of adequate theoretical tools; and the way in which academics are exposed to a multitude of different cultural norms. The author argues that this situation calls for a fundamental re-thinking of the link between curriculum and society, based on a more flexible and pluralistic approach.  相似文献   

A bottlenose dolphin discriminates visual stimuli differing in numerosity     

Kilian A  Yaman S  von Fersen L  Güntürkün O 《Learning & behavior》2003,31(2):133-142

A bottlenose dolphin was trained to discriminate two simultaneously presented stimuli differing in numerosity (defined by the number of constituent elements). After responding correctly to stimuli consisting of three-dimensional objects, the dolphin transferred to two-dimensional stimuli. Initially, a variety of stimulus parameters covaried with the numerosity feature. By systematically controlling for these stimulus parameters, it was demonstrated that some of these attributes, such as element configuration and overall brightness, affected the animal’s discrimination performance. However, after all the confounding parameters were under control, the dolphin was able to discriminate the stimuli exclusively on the basis of the numerosity feature. The animal then achieved a successful transfer to novel numerosities, both intervening numerosities and numerosities outside the former range. These findings provide substantial evidence that the dolphin could base his behavior on the numerosity of a set independently of its other attributes and that he represented ordinal relations among numerosities.  相似文献   

The interaction between textual structures and prior knowledge: Hypotheses, data and simulations     

Stéphanie Caillies  Guy Denhière 《European Journal of Psychology of Education - EJPE》2001,16(1):17-31

Our purpose was to compare the effect of two types of textual semantic coherence — causal and teleological — on the organization of the mental representation elaborated after reading by learners with different levels of prior knowledge. Beginners, Intermediates and Advanced in computer domain read either the causal or the teleological version of a text describing three functions of a text editor, then performed a cued recall and a recognition task. We assumed that Advanced learners build a mental representation of the domain organized in a hierarchical goal/sub-goals structure, whereas Beginners and Intermediates have a mental representation organized in a causal path. If this is so, the results should indicate a significant interaction between prior knowledge and the semantic coherence of the texts: for the Advanced learners, recall and recognition of the teleological text should be better, whereas for the Beginners and Intermediates, the reverse was expected. As we assumed, results indicated that a teleological organization of textual information facilitated the comprehension of Advanced participants while a temporal-causal organization facilitated the comprehension of Beginner and Intermediate participants. The Construction-Integration model of Kintsch (1988, 1998) was used to, simulate the recall results and to reproduce the effect of prior knowledge on the retrieval of textual information.  相似文献   

The ‘course-of-action’ method in the study of lived experience of learners     

Gilles Dieumegard  Erica de Vries  Nicolas Perrin 《International Journal of Research & Method in Education》2021,44(1):67-81

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浅议中国加入WTO后高教的机遇和挑战     

胡之德 《绵阳师范学院学报》2003,22(2):5-10

从五个方面论述了新世纪高等教育发展的趋势和特征；评述了加入WTO后我国高等教育面临的机遇和挑战以及九条对策；提出了高等学校的管理者要有战略眼光和战略思维。  相似文献   

Analyzing the use of history in mathematics education: issues and challenges around Balacheff’s cKȼ model     

Thomas de Vittori 《Educational Studies in Mathematics》2018,99(2):125-136

Part of the international reflection on the use of history in mathematics teaching consists in a quest of frameworks and models suitable for empirical studies. Following this demand, this paper explores the way Balacheff’s cK? model, a model taken from the didactics of mathematics, can be used in the analysis of learning at student level. In the first part of this paper, Balacheff’s cK? model (conceptions, knowledge, ?oncepts) is shortly presented, and in the second part, the relationship between the epistemological background of the model and the use of the history of mathematics is explored in order to show a possible suitableness. The third part addresses an example of a school activity (about ancient Indian geometry) in which the model is applied and the historical issues clarified. Questioning the role of problems both in the cK? model and in the use of history, the last part shows how a study at the students’ conception level enlightens the way in which historical elements can interact with contemporary mathematical learning.  相似文献   

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance     

Stokhof  Harry  de Vries  Bregje  Bastiaens  Theo  Martens  Rob 《Research in Science Education》2020,50(1):203-225

Research in Science Education - Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining...  相似文献   

A cross-case analysis of three Native Science Field Centers     

Helen J. Augare  Dominique M. Davíd-Chavez  Frederick I. Groenke  Melissa Little Plume-Weatherwax  Lisa Lone Fight  Gene Meier  Helene Quiver-Gaddie  Elvin Returns From Scout  Bonnie Sachatello-Sawyer  Nate St. Pierre  Shelly Valdez  Rachel Wippert 《Cultural Studies of Science Education》2017,12(2):227-253

Native Science Field Centers (NSFCs) were created to engage youth and adults in environmental science activities through the integration of traditional Native ways of knowing (understanding about the natural world based on centuries of observation including philosophy, worldview, cosmology, and belief systems of Indigenous peoples), Native languages, and Western science concepts. This paper focuses on the Blackfeet Native Science Field Center, the Lakota Native Science Field Center, and the Wind River Native Science Field Center. One of the long-term, overarching goals of these NSFCs was to stimulate the interest of Native American students in ways that encouraged them to pursue academic and career paths in science, technology, engineering, and mathematics (STEM) fields. A great deal can be learned from the experiences of the NSFCs in terms of effective educational strategies, as well as advantages and challenges in blending Native ways of knowing and Western scientific knowledge in an informal science education setting. Hopa Mountain—a Bozeman, Montana-based nonprofit—partnered with the Blackfeet Community College on the Blackfeet Reservation, Fremont County School District #21 on the Wind River Reservation, and Oglala Lakota College on the Pine Ridge Reservation to cooperatively establish the Native Science Field Centers. This paper presents a profile of each NSFC and highlights their program components and accomplishments.  相似文献   

TechCheck: Development and Validation of an Unplugged Assessment of Computational Thinking in Early Childhood Education     

Relkin  Emily  de Ruiter  Laura  Bers  Marina Umaschi 《Journal of Science Education and Technology》2020,29(4):482-498

Journal of Science Education and Technology - There is a need for developmentally appropriate Computational Thinking (CT) assessments that can be implemented in early childhood classrooms. We...  相似文献