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1.
Kathia Serrano Velarde 《Minerva》2018,56(1):85-107
Although existing scholarship offers critical insights into the working mechanisms of project-based research funding, little is known about the actual practice of writing grant proposals. Our study seeks to add a longitudinal dimension to the ongoing debate on the implications of competitive research funding by focusing on the incremental adjustment of the funder/fundee relationship around a common discursive practice that consists in describing and evaluating research projects: How has the perception of what constitutes a legitimate funding claim changed over time and why? By investigating the normative framework enacted in the justification strategies of applicants, we shed light on the historical coevolution of the increasing competition for project funding, the epistemic culture of applicants, and grant writing rhetoric. To do this, we mobilize a comprehensive data set consisting of archival data from Europe’s oldest and largest funding agency, the Deutsche Forschungsgemeinschaft, as well as a corpus of 80 successful grant proposals written between 1975 and 2005. We find that the 1990s mark an important normative consolidation of what we consider to be a legitimate funding claim: Ensuring the success of the project and the project’s results becomes a major concern in applicant rhetoric. This time period coincides with a substantive rise in the level of competition for project funding. Yet, even though justification strategies might seem to address the same issues in grant proposals across the disciplines under investigation, the normative framework to which applicants refer differs according to the applicant’s epistemic culture. 相似文献
2.
Danya M. Corkin Shirley L. Yu Suzanne F. Lindt 《Learning and individual differences》2011,21(5):602-606
Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement. 相似文献
3.
Serrano Amarilla Natalia Cuetos Revuelta Mar&#;a Jos&#; Manzanal Mart&#;nez Ana Isabel 《Journal of Science Education and Technology》2022,31(5):594-604
Journal of Science Education and Technology - The sciences are a complex and especially demanding area of study for undergraduate students, particularly in the earlier years, which are a critical... 相似文献
4.
Tanya J. Gaxiola Serrano 《Community College Journal of Research & Practice》2017,41(4-5):239-252
ABSTRACTAs a group, Latina/o students are more likely to experience a substandard K–12 education complete with underresourced schools, high teacher turnover, and fewer college-preparatory courses. It is this same inferior education that denies many Latina/o high school students the opportunity to engage in college-choice—leading to their disproportionate enrollment in community colleges over 4-year colleges or universities. In California alone, approximately 75% of Latina/o students in higher education can be found in the community college sector—making this an important pathway for many Latina/o students. This qualitative study incorporated a Critical Race Theory (CRT) in Education framework to focus on the racialized K–12 experiences of four Latina/o graduate students who started their postsecondary career at a community college. This study was undertaken to better understand what led Latina/o students to enroll in community colleges after high school. Exploring the pathways of Latina/o students from high school to community college is imperative to community college practitioners (i.e., faculty, staff, and administrators) when considering best practices for their large Latina/o student body, as is found in California. The initial findings suggest that racism in K–12 in the forms of tracking, limited college information, and low expectations from academic personnel had a direct impact on the postsecondary experiences and opportunities available to Latina/o students. Lastly, the findings challenge prevailing portrayals where Latina/o students passively accept their marginalized position in education by highlighting their voice, resiliency, and agency in the face of systematic racism, as evidenced by their successes in academia. 相似文献
5.
A. Lleó D. Agholor N. Serrano V. Prieto-Sandoval 《European Journal of Engineering Education》2018,43(5):706-724
This article describes an action research (AR) project for designing and implementing a structured mentoring programme in a Spanish university. A student affairs unit, a team of researchers, faculty-mentors and student-protégés worked together on three cycles of AR. The result is a programmatic mentoring programme for the development of non-technical personal and professional competencies for undergraduate students. This paper describes the original situation that sparked the project, the iterative process followed, the tools and guides developed and the final programme designed. In addition to the increase in the level of satisfaction perceived by the entire university, the paper outlines the five critical factors that emerged from the AR project: the competency development process, programme value added, trust between mentors and protégés, the prominence of the student-protégé in the improvement plans and the continuous improvement culture generated. 相似文献
6.
The development of higher education in Colombia is discussed in terms of its recent quantitative expansion and the accompanying qualitative differentiation. Beginning in 1980 with the University Reform of that year, the state sought to give shape to the system by policies intended (i) to improve its organization (ii) to expand it on more democratic lines and (iii) to improve its quality. The authors discuss the developments which marked attempts to implement these aims. Two critical policy areas emerged—the funding of the system and the administration of the public sector part of it. Current debates are analysed and the authors provide pointers to possible future developments including the development of a highly stratified system with little interaction between the top and the bottom. 相似文献
7.
This study examined how types of tasks influenced student activities/thinking and defined the role of Seatwork in mathematics lessons. It used 60 lessons from the TIMSS videotaped Study. These data indicated that practice was the most prevalent form of tasks in the U.S. In Germany, students completed mathematical calculations after a complex problem-solving segment. In Japan, teachers combined practice of routine procedures in Seatwork with opportunities to prepare material, think about problems, and explore concepts. Findings expand our understanding of how tasks organize learning opportunities and effect how students come to understand mathematics. 相似文献
8.
This study examines how academic librarians at the Complutense University (Spain) perceive project management techniques that are becoming increasingly popular in library and information centers due to the need to comply with their strategic planning and services. To reach this goal, a quantitative and qualitative methodology was applied and a survey, in the form of a questionnaire, was used as a data gathering tool. The response rate was 31.2%. The key findings are based on respondents' education regarding project management skills and their expertise managing projects, as well as the presence of project management courses in the Library and Information Science Spanish curriculum. This study revealed that over one third of the academic staff completed their project management training by self-directed learning. Additionally, over half of them stated that they had not participated in any library project in the last five years, and almost half of the library staff concluded that project management techniques are quite important as formal courses in the Library and Information Science university programs. The study is interesting and revealing for those library and information services professionals who are facing day-to-day to users' demands and Library and Information Science challenges. 相似文献
9.
ResumenA lo largo del presente trabajo se analizan las diferencias existentes entre los diversos procesos puestos en juego por los sujetos a la hora de cuantificar lo real, destacando de entre ellos el subproceso de cuantificación extensiva métrica y uno de los esquemas básicos que lleva aparejados: el esquema de conteo. A continuación se pasa a analizar las diferentes estrategias utilizadas por nuetros escolares de 1°, 2°, 3° y 4° de E.G.B. cuando aplican este esquema para la resolución de algoritmos de adición y de sustracción, destacando la vinculación entre el desarrollo de las estrategias de conteo y la eficiencia en la solución de estos algoritmos. 相似文献
10.
ABSTRACT The transition from a busy work life to a retired state entails a lot of adjustment, planning, and wise decision-making. While there have been numerous studies that elucidate retirement issues across the globe, the need to know about retirement preferences of middle-aged and older teachers remains a blank spot in the literature, hence this discrete choice estimation investigation. The overall purpose of this study is to explicate the utility and importance of retirement preferences of a select group of 40–70 year-old teachers (n = 152) from the northern part of the Philippines. Using the Statistical Package for the Social Sciences (SPSS) version 21, a set of 12 choice bundles with 4 holdouts were extracted from a pool 96 orthogonal array. Respondents were asked to sort and rank each card based on its importance and utility value using the Balanced Incomplete Block Design (BIBD). Results indicate that the most important attribute considered by Filipino teachers relative to their retirement preferences was investment. This was followed by pursuit of an old interest, travel, and part-time job as the least preferred. This utility study yielded empirical data that can be benchmarked by retirement planning policy makers in the academic setting to better address the uncertainty faced by aging teachers when it comes to their retirement decisions. 相似文献