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Innovative Higher Education - Learning gains associated with multiple-choice testing formats that provide immediate feedback (e.g., IFAT®) are often greater than those for typical... 相似文献
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In Western societies scientists are increasingly expected to seek media exposure and cooperate with industry. Little attention
has been given to the way such expectations affect the role of scientific experts in society. To investigate scientists’ own
perspectives on these issues eight exploratory, in-depth interviews were conducted in Denmark with reputable nutrition scientists.
Additionally, eight interviews were held with ‘key informants’ from the field of nutrition policy. It was found that nutrition
scientists experience two dilemmas: first, between their aspiration to make a collective impact on public health and the powerful
incentives of each to appear frequently in the media with new messages; second, between their need to cooperate with the food
industry for financial reasons and their fear that this may compromise their independence and scientific integrity. It is
argued that the dilemmas identified in this study should be dealt with openly by the relevant groups of scientists. 相似文献
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Noah Weeth Feinstein Jeppe Læssøe Nicole Blum Dianne Chambers 《Environmental Education Research》2013,19(2):198-205
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates? 相似文献
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With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named “Creative Endeavors”, as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken. 相似文献
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Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521