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Rosaria Lumino Dora Gambardella Emiliano Grimaldi 《Journal of educational administration and history》2017,49(2):87-107
This article explores how new public management policy ideas and technologies circulating in the globalised education space have been re-contextualised in the re-design of the Italian Higher Education System. In doing so, it uses the governmentality studies as a sensitising framework to problematise what we term here as the ‘calculative and instrumental turn’ in the evaluation of Higher Education. The work reflects on the complex assemblage of forms of knowledge, technical means and collective and individual subjects through which the evaluation of the Italian universities unfolds in its current form. The attempt is to highlight the changes produced in how Higher Education and its ethical subjects are thought and their qualities are conceived and appraised. The article presents some conclusive remarks on some of the paradoxical risks of the Evaluation turn, namely contractualisation, depoliticisation and fabrication, but also insists on its reflexivity potential, interpreting the current developments as a missed opportunity. 相似文献
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Dora 《中学生(作文版)》2012,(7):44-45
提起五月天．不得不说到他们的“诺亚方舟”演唱会北京站还没开票就被歌迷抢购一空的惊人成绩．订票数量甚至远远超过了可售门票数，这也导致原定一场的演唱会又加了一场。 相似文献
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Dora Kampis Helle Lukowski Duplessy Dimitrios Askitis Victoria Southgate 《Child development》2023,94(4):956-969
People sometimes commit ‘egocentric errors’, failing to ignore their own perspective when interpreting others' communication. Training imitation-inhibition, when participants perform the opposite action from another person, facilitates subsequent perspective-taking in adults. This study tested whether imitation-inhibition training also facilitates perspective-taking in 3- to 6-year-olds, an age where egocentric perspective may be particularly influential. Children participated in a 10-min imitation-inhibition, imitation, or non-social-inhibition training (white, n = 25 per condition, 33 female, period: 2018–2021), then the communicative-perspective-taking Director task. Training had a significant effect (F(2, 71) = 3.316, p = .042, η2 = .085): on critical trials, the imitation-inhibition-group selected the correct object more often than the other groups. Imitation-inhibition training specifically enhanced the perspective-taking process possibly by highlighting the distinction between self and other. 相似文献
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If acquiring a foreign language is a highly individual process—part cognitive part affective, part information based part discovery based—the methodology of creating teaching/learning situations must take (next to linguistic issues) the individual into account: his learning style, his needs, interests, etc.
The article has two distinct emphases: (I) a cognitive, applied linguistics emphasis and (II) an affective, learner‐centred emphasis. By way of conclusion the implications of (I) and (II) for teacher training are involved. 相似文献
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The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms. 相似文献
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This article offers a theoretical discussion on the current problems and future challenges of school capacity building in early childhood education (ECE), aiming to highlight some key areas for future research. In recent years, there has been a notable policy shift from monitoring quality through inspection to improving quality through school capacity building in early childhood institutions in the global discourse for quality. Reflecting this policy shift and its implications on school development, ECE in Hong Kong is used as an illustrative example to deliberate the issues of school capacity building in Chinese educational contexts. We identify three challenging contexts: (1) low professional qualification and minimal teacher education resulting in a deficit approach to processional development, (2) absence of school-based professional learning culture for empowering teachers as internal agents of change, and (3) hierarchical culture within a school and between university and school hindering the process of school capacity building. Corresponding to these challenges, we aim to propose two suggestions, including (1) empowering teachers in ECE through school-based professional learning community and (2) promoting authentic external support in the process of university–school collaboration. Finally, we further propose specific directions for future research on school capacity building in ECE in Hong Kong. In doing so, it will contribute to knowledge-based development in school capacity building in Chinese educational contexts. 相似文献
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Ginevra Maria Cristina Santilli Sara Camussi Elisabetta Magnano Paola Capozza Dora Nota Laura 《International Journal for Educational and Vocational Guidance》2020,20(3):457-475
International Journal for Educational and Vocational Guidance - This project developed and examined the psychometric properties of an Italian version of the Courage Measure, the reduced version... 相似文献
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Dora Ho Verity Campbell-Barr Caroline Leeson 《International Journal of Early Years Education》2010,18(3):243-258
With a growing awareness of the importance of early childhood education, the governments of Hong Kong and England have both increased investment through providing fee assistance to parents for buying services and providing funding to providers for offering ‘free’ places, respectively. Alongside the increased funding of early childhood education, a heightened interest in the quality of early years settings has arisen. This paper aims to develop a framework for comparative studies by addressing the similarities and differences in quality improvement of both systems. Three key issues are discussed: relevance of the quality criteria for assessment, interpretations of the quality improvement mechanism and its use in guiding practice, and the influence of contextual factors in terms of stakeholders' views of the quality process. It is argued that these key issues are fundamental to a framework for understanding different sociocultural contexts and dynamics in shaping the quality improvement of early childhood education. 相似文献
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Dora Romaguera Pedro Tauler Miquel Bennasar Jordi Pericas Carlos Moreno Sonia Martinez 《Journal of sports sciences》2013,31(9):989-997
Abstract The purpose of the present study was to investigate the socio-demographic and lifestyle determinants of physical activity practice, as well as the motivations for being or not being physically active in Spanish university students. A representative sample of students from a Spanish university (n = 2,051; 42.1% males; mean age 21.9, s = 4.8 years) participated in the present cross-sectional study. A questionnaire including questions regarding lifestyle, dietary habits, parents' characteristics, and physical activity habits was administered to the students. The socio-demographic and lifestyle determinants of physical activity practice were assessed using multivariable logistic regression. 68.4% of men and 48.4% of women reported to practise physical activity in the present sample. Those who practised physical activity consumed more fruits and were less likely to be smokers compared to non-physically active students. Also, physically inactive men spent more time in front of the computer and physically inactive women spent more time in front of the TV and were more likely to be frequent alcohol consumers. Maternal educational level and maternal physical activity habits were also important determinants of physical activity practice among men and women respectively. In conclusion, physically active students tended to engage in other healthy habits in the present population, suggesting the clustering of healthy or unhealthy lifestyle factors among specific subgroups. 相似文献