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ANGELA LUNDBERG LARS VIKSTRÖM MARIA VIKLANDER 《European Journal of Engineering Education》2003,28(1):7-16
Assessment in the form of a large project and field- and laboratory work was shown to be successful when applied to a course in snow engineering for university students with various backgrounds. The course was interdisciplinary, with teachers representing three different engineering disciplines. The project work was assessed by a report, a short oral presentation and an optional presentation such as a home page, a poster or a physical model. The students experienced that they had learned more with this assessment strategy than from courses with a final written exam. Peer evaluation of the relative contributions to the project work was applied and was appreciated by the students. The experiences of practical engineering tasks during the project work were also appreciated. 相似文献
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CHRISTOPHER DAY JOSE´ PACHECO MARIA ANNUNCAO FLORES MARK HADFIELD JOSE´ C. MORGADO 《欧洲师范教育杂志》2003,26(2):239-251
This paper reports research into the perceived effects of educational reform among secondary school teachers in England and Wales and Portugal. While the two countries have different education histories, as in most countries across the world teachers' lives and work are being affected by increased centralised interventions in the name of raising standards of achievement. In the case of England, interventions since the late 1980s have touched every facet of school government, curriculum and assessment, whereas in Portugal, this process did not begin until the late 1990s. The paper focuses upon teachers' experiences in these two communities, which are in different transition phases. By doing so it is possible, even within the different cultures, to identify common problems experienced by teachers within the reforms and their management which challenge existing identities, values and commitments and which are creating new forms of compliant professionalism. 相似文献
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For many years the Portuguese Ministry of Education used a funding formula to allocate the State budget to public higher education institutions. Some of its major objectives were higher enrolments and allocation equity. As the expenditure on salaries was a major component of the budget, the formula was supposed to force convergence to established standard staff/student ratios. This article analyses the evolution of staff numbers in Portuguese public universities to assess how successful the funding formula has been in forcing convergence to standard staff numbers. 相似文献
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EDDY N. FORTE MARIA H. K. WENTLAND FORTE ERIK DUVAL 《European Journal of Engineering Education》1997,22(1):61-74
ARIADNE is a concept of computer-based and telematics-supported educational schemes. It relies primarily on a number of interconnected knowledge pools and suitable strategies for using them, in academic education—either classical or at a distance—and for certain types of corporate continuing training. In ARIADNE, the term ‘knowledge pool’ refers to a large, indexed, storage of pedagogical elements and the set of tools, methodologies and infrastructures necessary for maintaining and exploiting it, to build and distribute structured curricula. This concept is meant to address the weaknesses of many ‘open’ training schemes advocating the usefulness of unlimited and free access to the World Wide Web (WWW). In our view, this immense—but scarcely structured— document repository can all too easily become a maze and offers, in itself, little incentive to serious learning. On the other hand, ARIADNE will use a WWW based net-interface, suitable for—and inter-operable with—most platforms commonly in use by would-be learners. ARIADNE addresses two categories of users: those who contribute to the knowledge pool system and develop training curricula (professors and pedagogical engineers) and those who may enlist in and follow these curricula (students and trainees). The system's design accounts for the need for collaboration and communication between (a) trainers, to create, customize, share and reuse pedagogical documents; (b) trainers and learners, for coaching/tutoring activities and supervision of learning; and (c) students/trainees, in peer-supported learning or group work. Long-term survival of any such technology-supported education system depends primarily on motivated participants: teachers and trainers, students and trainees, academic institutions and corporations should all find some practical advantage in its use. In this paper (Part 1), we present an overview of the ARIADNE concept, describing its pragmatic educational approach and its specific approach to authoring of pedagogical material and construction of usable curricula. In a forthcoming paper (Part 2), we will address its technological approach and present a brief review of the tools needed to implement the concept as a viable computer-based and telematics-supported distance—but also open or even classical— educational system. 相似文献
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EDDY N. FORTE MARIA H. K. WENTLAND FORTE ERIK DUVAL 《European Journal of Engineering Education》1997,22(2):153-166
This paper presents the tools and methodologies underlying the ARIADNE framework for enabling open and distance education and for enhancing more conventional training schemes. The ARIADNE concept relies on a distributed knowledge pool system that stores pedagogically indexed educational resources, as well as on a set of tools and methodologies for authoring curricula. The basic approach is one of share and reuse. Specialized authoring tools are under development for the production of simulations, multiple-choice questionnaires and auto-evaluation exercises. Segmentation tools for video and text-based material, with integrated facilities for hypertext generation, are also under development. The distributed knowledge pool system consists of one central knowledge pool, and a number of local knowledge pools. Corporate training systems can also be built around private knowledge pools. Before pedagogical documents can be inserted into the knowledge pool system, their pedagogical and other characteristics must be described. A pedagogical header generator tool assists in this task. Pedagogical engineers can define the spatio-temporal, socio-pedagogic process that we call a curriculum, and choose the active and expositive documents that embody it, by using a curriculum editor. Finally, students consult or work with the documents of the curriculum they subscribed to, through a personalized view provided by the ARIADNE learner interface. 相似文献
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DEBORAH J. JAMES MARIA LAWLOR ANN FLYNN NIAMH MURPHY PAT COURTNEY BERNIE HENRY 《Pastoral Care in Education》2006,24(4):39-48
In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes. 相似文献
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ANA MARIA RAMALHO CORREIA AURORA CARDOSO MARIA JOAQUINA BARRULAS ZITA CORREIA 《European Journal of Engineering Education》1991,16(3):233-238
This paper concerns the main factors that contribute to information being regarded as a strategic resource in organizations. It touches on the nature of the technological infrastructures involved in the transfer of knowledge to Portuguese industry, particulary within the areas of the Plan for the Technological Development of Portuguese Manufacturing Industry and PEDIP (Programme for the Development of Portuguese Industry). It also analyzes the contribution of LNETI/CITI in the creation of information systems and information training as a means of stimulating the modernization of the national production base. LNETI/CITI's contribution is made through the creation of information infrastructures and through the training of personnel. It also describes the curriculum and objectives of the Masters (MSc) Course in Information Management. This course was set up as a result of the protocol agreed between LNETI/CITI and the University of Sheffield/Department of Information Studies (UK). 相似文献
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The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children's rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children's legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, the social-political interpretation of the UNCRC addresses the question of how the rights of children can be realised. It is suggested that distinguishing between these interpretations is essential with regard to questions of pedagogy and education. 相似文献