排序方式： 共有27条查询结果，搜索用时 16 毫秒
1.
David W. Holmes Madoc Sheehan Melanie Birks John Smithson 《European Journal of Engineering Education》2018,43(1):126-143
Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement. 相似文献
2.
Alan Smithson 《Journal of Philosophy of Education》1981,15(2):215-228
The main burden of this paper is to point up what are considered to be serious shortcomings in Barrow's [1] argument that the 'philosophically competent' head should control a school's curriculum policy. At the same time, whilst exigencies of space prohibit a comprehensive defence of 'participatory decision-making' and its pertinence for schools [2], it will be argued that curriculum policy is best controlled by governing bodies of the type proposed by the Taylor Committee [3], given, of course, that such bodies must operate within a framework of national and local authority policy. 相似文献
3.
Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
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This study was intended to assess the effect of a psychoeducational computer‐assisted and paper‐and‐pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3‐months follow‐up, 44 Italian second graders were presented with a battery of tests assessing nonverbal problem solving, imagery, speed of processing, visuomotor coordination, and verbal working memory. After pretest, 22 pupils were trained by the psychoeducational intervention for 15 weekly sessions (Fastame & Antonini (2011). RECUPERO IN… abilità visuo‐spaziali [Recovery in… visuo‐spatial abilities]. Trento, Italy: Edizioni Erickson). Posttest scores and a follow‐up assessment conducted after 3 months by the end of the training documented the positive effect of the psychoeducational intervention in enhancing visuospatial functions of the experimental group. These outcomes were also replicated when a questionnaire assessing visuospatial efficacy was proposed to the teachers of the participants. 相似文献
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Annalisa Caloffi Marco Mariani Federica Rossi Margherita Russo 《Research Policy》2018,47(8):1437-1447
We analyse whether public subsidies supporting collaborative research and development (R&D) projects in small and medium-sized enterprises (SMEs) are able to encourage persistent R&D investment and interorganisational networking more than subsidies supporting individual R&D projects. Adopting a counterfactual approach to policy evaluation, we compare subsidies for collaborative R&D and for individual R&D implemented in the same Italian region in the same period. Our findings suggest that, once public support is no longer available, the two subsidies have different effects on different types of SMEs. If the policymakers’ objective is to increase the number of R&D-performing SMEs over time, they should provide subsidies for collaborative R&D to firms with modest R&D experience. If their objective is to increase the amount of spontaneous R&D investment over time, they should target SMEs with some prior R&D experience, using either subsidy. Finally, if their objective is to induce SMEs to network with external organisations, subsidies for collaborative R&D projects should be preferred to subsidies for individual R&D projects. 相似文献
7.
James Smithson 《Journal of The Franklin Institute》1826,2(5):304-306
8.
Soncini Annalisa Matteucci Maria Cristina Butera Fabrizio 《European Journal of Psychology of Education - EJPE》2021,36(3):719-738
European Journal of Psychology of Education - The present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by... 相似文献
9.
This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all 3 interventions, learners expansively transformed the object of their activity. The Change Laboratory cases, however, show that this learning process included productive deviations from the researchers’ instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together these cases illustrate that an activity-theoretical formative intervention approach differs from design-based research in the following ways: (a) formative interventions are based on design done by the learners; (b) the collective design effort is seen as part of an expansive learning process including participatory analyses and implementation phases; (c) rather than aiming at transferable and scalable solutions, formative interventions aim at generative solutions developing over lengthy periods of time both in the researched activities and in the research community. 相似文献
10.
Christopher T. H. Liang Gabrielle H. Rocchino Malaïka H. C. Gutekunst Annalisa Smithson 《Psychology in the schools》2019,56(10):1583-1595
Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self‐presentation of low achievement, academic engagement, academic initiative, and self‐regulation, above and beyond academic self‐efficacy, among a diverse sample of urban youth. With a sample of 135 eighth‐grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students’ endorsement of masculinity ideology predicted the criterion variables above and beyond academic self‐efficacy. The sample was comprised of 54 girls and 74 boys ages 12–14 years (M = 13.14; SD = .37). Results showed academic self‐efficacy significantly predicted academic engagement (B = 1.26; β = .53, p < .001; f2 = .39), academic initiative (B = .98; β = .37; p < .001, f2 = .16), and behavioral regulation (B = .61; β = .24; p < .05; f2 = .09) and explained an additional 8 and 10% of the variance in self‐presentation of low achievement (B = .54; β = .33; p = .001; f2 = .14) and academic skepticism (B = .56; β = .35; p < .001; f2 = .15), respectively, over and above academic self‐efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self‐presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self‐efficacy and, perhaps more important, addressing masculinity ideology. 相似文献