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Sustainable open access for scholarly journals in 6 years – the incubator model at Utrecht University Library Open Access Journals 
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下载免费PDF全文 Key points
- Humanities and the social science journals need flexible funding models.
- Pragmatism and collaboration are key to transforming traditional publishing initiatives.
- The Uopen Journals model sets a 6‐year development target for developing sustainable journals.
- Actively involved editors are key to a journal's success.
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Lilian Fleur Bell 《Education 3-13》2013,41(3):20-25
This article outlines BPRS funded investigations into my own school's and other establishments' practices and processes within data analysis, needs identification and tracking of children's academic progress. It describes the evaluation of my school's then current practices and policies and the use of questionnaires and semi-structured interviews with my own staff, and assessment coordinators and senior leaders within exemplar schools. As well as outlining the main findings of my research this article assesses the introduction of new models of assessment for my own staff and pupils. This article also highlights how my research developed and the way my research process changed as it continued. 相似文献
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Fleur Diamond Graham Parr Scott Bulfin 《Changing English: An International Journal of English Teaching》2017,24(3):266-284
Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices. 相似文献
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La Fleur F. Small 《Educational gerontology》2013,39(1):26-45
Despite being one of the fastest growing segments of the HIV/AIDS caseload, persons age 50 and older have been largely neglected in terms of HIV/AIDS education. This study describes a project involving HIV-related health education for persons ≥50 in an urban area of Ohio. Data from 50 persons age ≥50 were collected. Pre-and postsurveys were used in the completion of repeated measures ANOVA, and focus groups provided qualitative data. Despite a paucity of available educational materials addressing HIV/AIDS, older adults are willing to participate in sessions about HIV/AIDS. Findings suggest the need for alternative approaches to providing HIV/AIDS education. 相似文献
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Intermanual transfer of shapes in preterm human infants from 33 to 34 + 6 weeks postconceptional age
Lejeune F Marcus L Berne-Audeoud F Streri A Debillon T Gentaz E 《Child development》2012,83(3):794-800
This study investigated the ability of preterm infants to learn an object shape with one hand and discriminate a new shape in the opposite hand (without visual control). Twenty-four preterm infants between 33 and 34 + 6 gestational weeks received a tactile habituation task with either their right or left hand followed by a tactile discrimination task in the opposite hand. The results confirmed that habituation occurred for both shapes and both hands. Infants subsequently held the novel shape longer in the opposite hand. The results reveal that preterm infants are capable of intermanual transfer of shape information. In spite of the immaturity of the corpus callosum in preterm infants, its development seems to be sufficient to allow some transfer of information between both hands. 相似文献
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Philippe Garnier Karine Martel Julie Dachez Pauline Audry Pascal Bourgoin Fleur Stawinski 《Journal of Research in Special Educational Needs》2023,23(3):163-174
Humanoid robots have shown to provide interesting perspectives for autistic children. Yet, few studies have looked at educators' point of view on the use of such robots in educational settings. This paper presents a case study of the use of a humanoid robot, NAO, in a French preschool class dedicated to autistic children. Our work focuses on the perspectives of the adults working with these children. We interviewed the professional staff about changes in their teaching due to the presence of the robot, about the effects on the pupils' behaviour, and about the collaboration between the special needs teacher, the special needs support worker and the operational specialist from the digital education department of the district academic head office. Four themes were identified: joint reflection and collaboration when working with NAO, working with NAO, impact of NAO on pupils, impact of NAO on adults. The professionals underscored the necessity of adopting certain attitudes, in particular, the most neutral facial expression possible, so as not to disturb the children's learning process. They were under the impression that the robot had a beneficial effect on the pupils in terms of learning and social skills, and that it facilitated collaboration among them. 相似文献
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Harm?BiemansEmail authorView author&#;s OrcID profile Hans?Mari?n Erik?Fleur Hilde?Tobi Loek?Nieuwenhuis Piety?Runhaar 《Vocations and Learning》2016,9(3):315-332
To improve students’ transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students’ learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students’ transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students’ transitions between successive educational levels (with their learning performance being an important precondition) through continuing learning pathways such as the GL. In this regard, GL design characteristics as described and examined in this study can be valuable ingredients for continuing learning pathways internationally as well. 相似文献
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Mariette de Haan Kevin Leander Asli Ünlüsoy Fleur Prinsen 《Learning, Media and Technology》2014,39(4):507-535
New infrastructures that dramatically change our possibilities for knowledge production and learning have also brought forward ideals on ‘new’ connectivity. Two important ideals of connectivity are that of the individual who tailors his or her knowledge among expansively dispersed resources, and the ideal of access to multiple, diverse resources that provide individuals rich learning opportunities. In order to better understand what cultural norms are implied in our ideals of connectivity, we argue, they must be tested in the crucible of empirical data through the analysis of the actual socio-technical practices of different social and cultural groups. Through a combination of ego-network analysis and a qualitative, in-depth discursive approach, we analyze the networked learning practices of three ethnically different groups in the Netherlands from an extensive research study called ‘Wired Up'. We comparatively describe Dutch youth as ‘unrooted' learners, Moroccan-Dutch youth as ‘routed' learners, and Turkish-Dutch youth as ‘rooted' learners. We propose the idea of the Networked Configuration for Learning as a means to contrast the learning opportunities individuals and groups have in relation to particular offline and online connections, their historical geographies, the development of learning ‘places’, and particular learning affinities. 相似文献