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1.
In 1972 the Netherlands Institute for Audio-Visual Media (NIAM) in the Hague established a new department in Rotterdam to provide information and advice on the selection of audiovisual equipment and training in the use and applications of the different media. The information service was to be provided free of charge, but a fee would be charge for the training courses. 相似文献
2.
H J L Jongbloed 《Educational Media International》2013,50(4):7-14
Dealing with international coproduction of educational films in an article like this asks for a certain introudction. The ever-increasing influence of visual media on the community today and the intensified use of these media in all forms of instruction and education in schools and other educational institutions constitute an inducement to examine the possibilities of international cooperation in the production of these media. 相似文献
3.
The extensive developments in electronics over the past few years will have significant consequences for education in general and for all institutions serving education in some degree. 相似文献
4.
H J L Jongbloed 《Educational Media International》2013,50(3):11-13
The ICEM-Filmweek is not a festival. There are no awards, no cocktail parties and no stars. The attendance consists of distributors and users in the educational field. There is a certain press interest, but the articles never reach the front pages of the world press. However, the Icem Filmweek (often referred to as the Brussels-Filmweek, as for the last 10 years the event has taken place in the Belgian capital) is one of the most important activities of Icem and well known in the circles of national media institutes, film distributors (commercial and non-commercial), educational authorities, the cinemato-graphic industry and last but not least teachers and other users of moving pictures all over the world. 相似文献
5.
H. J. L. Jongbloed 《Educational Media International》2013,50(3-4)
The use of leisure-time is becoming a social problem of increasing importance. Sport activity could be of great significance in this respect. Competitive sport is a means to satisfy certain impulses, a satisfaction which everyday work cannot give. 相似文献
6.
Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorisation 总被引：1，自引：0，他引：1
Valorisation is at the centre of many debates on the future of academic research. But valorisation has largely become narrowly
understood in terms of universities’ economic contributions through patenting, licensing, spin-off formation and technology
transfer. This emergent restrictive definition of universities’ societal impacts is a worrying development, overlooking the
potential of universities’ knowledge in the Humanities, Arts and Social Sciences (HASS). Our hypothesis is that HASS disciplines’
disadvantage compared to the hard sciences (lesser policy attention and funding for commercialisation) arises because HASS
stakeholders are not sufficiently salient as stakeholders to universities. Using case studies of three policy experiments,
we argue that universities’ responsiveness to stakeholders does not evolve simply and functionally but in response to the
networks of relationships in which they are situated. This has important implications for how stakeholder research is used
in higher education research, and for the design and implementation of policies to improve universities’ societal contributions. 相似文献
7.
H. J. L. Jongbloed 《Educational Media International》2013,50(3-4):41-42
Mr. Jongbloed said that it was almost impossible to deal with the theme of the integration of school television with other audio-visual media in a short space of time. 相似文献
8.
Süleyman Turşucu Jeroen Spandaw Steven Flipse Geurt Jongbloed Marc J. de Vries 《International Journal of Science Education》2018,40(12):1493-1519
Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks. 相似文献
9.
Jongbloed Ben Kaiser Frans Westerheijden Don F. 《Tertiary Education and Management》2020,26(3):329-343
Tertiary Education and Management - More and more governments have started to introduce elements of performance in the funding mechanisms for their higher education institutions. An example is a... 相似文献
10.
Focusing on the macro‐micro interaction between institutional arrangements and individual life outcomes, this article investigates how welfare régime types impact the association between education and well‐being, as measured by satisfaction with life. Theorising with Esping‐Andersen's ideal‐typical welfare régime typology, we hypothesise that decommodified institutional arrangements reduce the association between education and well‐being through compensatory social protections for at‐risk individuals, while stratifying forces strengthen this association. These results are only partly supported; we find that Conservative Welfare States show the most robust association, whilst Liberal and Social‐Democratic Welfare States display weaker relationships. Thus, stratification appears to play a more important role than decommodification in moderating this association. We also examine potential mediating factors and how they differ between welfare régime types, finding that health and income mediate the effects of education on well‐being to varying degrees. 相似文献