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In November 2005, UNESCO‐CEPES organized a conference on Private Higher Education in Europe and Quality Assurance and Accreditation from the Perspective of the Bologna Process Objectives. Thirteen country reports and a comparative analysis study were commissioned for this specific initiative. The countries included in the project were: Albania, Austria, Bulgaria, Estonia, Germany, Italy, Poland, Portugal, Romania, Russia, Spain, Turkey and the Ukraine. This article provides a brief summary of several main points of the comparative analysis study. The data referred to in this summary is taken solely from the sources cited in the full text study. 相似文献
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Haim?EshachEmail author Michael?N.?Fried 《Journal of Science Education and Technology》2005,14(3):315-336
This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school. 相似文献
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Jane Fried 《About Campus》2007,12(1):2-7
The rules that dictate educational practice on most campuses were written prior to the invention of movable type and long before scientists fully understood learning as an integrated and context‐specific process. Jane Fried summarizes two documents that may well replace the tired old playbooks of yore. 相似文献
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The European university landscape: A micro characterization based on evidence from the Aquameth project 总被引：2，自引：0，他引：2
Cinzia Daraio Andrea BonaccorsiAldo Geuna Benedetto LeporiLaurent Bach Peter BogetoftMargarida F. Cardoso Elena Castro-MartinezGustavo Crespi Ignacio Fernandez de LucioHarold Fried Adela Garcia-AracilAnnamaria Inzelt Ben JongbloedGerhard Kempkes Patrick LlerenaMireille Matt Maria OlivaresCarsten Pohl Tarmo RatyMaria J. Rosa Cláudia S. SarricoLéopold Simar Stig SlipersaeterPedro N. Teixeira Philippe Vanden Eeckaut 《Research Policy》2011,40(1):148-164
This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity. 相似文献
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Although most of the initial research on self-regulated learning focused on cognitive and meta-cognitive aspects, there has been a growing interest in the emotion and motivation domains of self-regulation. This article reports on research undertaken to investigate specific motivation and emotion regulation strategies used by middle school students and the relationship between the use of such strategies and student engagement and resilience. The research targeted one type of motivation regulation??goal-oriented strategies??and two types of emotion regulation: antecedent and stress release strategies, together with avoidance strategies. Students who used goal-oriented motivation regulation strategies were more likely than others to be resilient. Contrasting results were obtained when investigating the ability of each emotion regulation strategy type to predict engagement and resilience. As expected, students who used avoidant strategies were less likely than others to develop resilience. This article discusses the implications of the research for the classroom, including the teaching of particular motivation and emotion regulation strategies to students and providing the right classroom environment for strategy development. 相似文献
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Michael N. Fried 《Educational Studies in Mathematics》2011,77(2-3):389-397
The comments below are meant to show that considerations of public and private realms and the tension between these realms arise in a natural and persistent way in discussions connected with semiotics. In particular, they arise out of the themes of body and sociocultural mathematical meaning-making, which are recurring themes of the papers in this volume. The public?Cprivate dichotomy is related to other dichotomies such as those between outer and inner and collective and individual. For educators, such dichotomies are important in that they reflect the division between students' own inner and individual understandings of mathematical ideas and their functioning within a shared sociocultural world of mathematical meanings. 相似文献
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Parisi JM Rebok GW Carlson MC Fried LP Seeman TE Tan EJ Tanner EK Piferi RL 《Educational gerontology》2009,35(10):867-879
The Experience Corps?, a community-based intergenerational program, was developed to promote the health of older adults, while simultaneously addressing unmet social and academic needs in public elementary schools. The model was designed to draw on, and potentially activate, the wisdom of older adults. This paper explores the nature of wisdom-related knowledge and how older adults may apply such knowledge when tutoring and mentoring young children, as well as the potential for the intergenerational transmission of wisdom from the older adult volunteers to the school children being mentored by them. Developing an understanding of these issues may provide a basis for the creation of more extensive wisdom-generating opportunities for both older and younger generations. 相似文献