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Gad Yair 《British Educational Research Journal》2009,35(3):351-370
Positive turning points touch upon the essence of education. They epitomize its power and reflect its core agenda: maximizing human capital. Paradoxically, previous studies have not looked into this important phenomenon. The current exploratory study fills this lacuna by building on extensive empirical research of key educational experiences to shed light on four aspects of turning points in students' educational careers. Data come from a sample of 3045 key educational experiences. The article uses a narrative analysis to describe four features in students' changing trajectories, suggesting that the opportunities to experience a positive turning point are organizationally produced and socially distributed to the advantage of higher socio‐economic status students. It is concluded with pointers for policy and practice and opens up questions for future studies in this important domain. 相似文献
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Elad Peled Zimra Peled Gad Alexander 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):84-105
The introduction of computers into education raises questions such as: are computers in education effective? If they are, in what sense? What are the most effective strategies for using computers in education? How should teachers be encouraged to use them?
To answer these questions a large-scale experiment (Project Comptown) was carried out in Israel, to test ways and means under real rather than laboratory conditions. This project is a research-oriented educational intervention, applying massive computerisation of schools and their 'close environment' to two localities in Israel (Arad and Ashkelon). Our starting point was the premise that computerisation of education is an inevitable process. Consequently, turning the computer into a 'cultural tool' in schools becomes a major challenge, aiming to narrow the gap between 'school culture' and 'real-world culture'. The main objectives for Project Comptown are: [1] To create a computer culture in schools; [2] To use the computer's potential for innovative teaching and learning, both inside and outside schools. To achieve these, we identified a number of principles which we considered pre-conditions for an 'appropriate' computer strategy in schools. 相似文献
To answer these questions a large-scale experiment (Project Comptown) was carried out in Israel, to test ways and means under real rather than laboratory conditions. This project is a research-oriented educational intervention, applying massive computerisation of schools and their 'close environment' to two localities in Israel (Arad and Ashkelon). Our starting point was the premise that computerisation of education is an inevitable process. Consequently, turning the computer into a 'cultural tool' in schools becomes a major challenge, aiming to narrow the gap between 'school culture' and 'real-world culture'. The main objectives for Project Comptown are: [1] To create a computer culture in schools; [2] To use the computer's potential for innovative teaching and learning, both inside and outside schools. To achieve these, we identified a number of principles which we considered pre-conditions for an 'appropriate' computer strategy in schools. 相似文献
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Chimisso C Freudenthal G 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(3):477-491
In May 1933 the historian of chemistry Hélène Metzger addressed a letter to the renowned historian and philosopher of science Emile Meyerson, a cri de coeur against Meyerson's patronizing attitude toward her. This recently discovered letter is published and translated here because it is an exceptional human document reflecting the gender power structure of our discipline in interwar France. At the age of forty-three, and with five books to her credit. Metzger was still a junior scholar in the exclusively male community of French historians and philosophers of science. We sketch the institutional setting of higher learning in France at the time, noting the limited openings it offered to would-be femmes savantes, and situate Metzger in this context. We also describe the philosophical differences between Metzger and Meyerson. Though Metzger never managed to obtain a post of her own, in her letter to Meyerson she forcefully lays claim, at least, to a mind of her own. 相似文献
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试论反不正当竞争法与知识产权法的关系 总被引：1，自引：0，他引：1
沙美 《湖南科技学院学报》2005,26(2):40-42
反不正当竞争法与知识产权法有着密切的关系,反不正当竞争是知识产权保护的一个重要内容,保护知识产权依然是各国反不正当竞争立法的重心所在。不正当竞争法对智力成果及相关成就的保护是对知识产权制度的重要补充。 相似文献
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This study investigates key educational experiences in higher education. Key experiences are short and intense instructional episodes that students remember to have had a decisive effect on their lives. Data comes from a sample of 3045 key educational experiences, focusing on the 11.6% that relate to higher education. The paper uses a qualitative analysis to describe different features of key experiences in higher education. The results suggest that key experiences involve a process of self-discovery where students find features about themselves they knew nothing of previously. They also help to characterize three main contexts for self-discovery in higher education. First, key experiences take place in academically challenging circumstances that get students to embark on identity adventures. Second, challenging circumstances also provided ripe ground for sage advice that professors provided their students with. These words of wisdom became leitmotifs for students’ lives henceforth. Finally, the results indicate the importance of second chance opportunities for self-discovery and identity rehabilitation in higher education. 相似文献
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Mojgan Afshari Kamariah Abu Bakar Wong Su Luan Bahaman Abu Samah Foo Say Fooi 《Technology, Pedagogy and Education》2013,22(2):235-248
As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators. 相似文献
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Andrea Kavanaugh Ankit Ahuja Samah Gad Sloane Neidig Manuel A. Pérez-Quiñones Naren Ramakrishnan John Tedesco 《Government Information Quarterly》2014
Being able to debate, reflect, form opinions, consider counter evidence and make informed decisions is a foundation of civic life in democratic societies. Government benefits from broad participation in collective decision making in terms of sustainable outcomes (e.g., greater consensus) and quality of life in our cities and communities. These collective decision making capabilities are undermined by a strange combination of diminishing (or extinct) local print media, especially local newspapers, and by its obverse, a plethora of information and communication opportunities that are scattered across numerous disparate and decentralized websites and resources (e.g., webpages, RSS feeds, social network software, email, listservs, podcasts, tweets). To address this problem, a number of news aggregators have emerged that capture local content from dispersed sites. To facilitate civic engagement, these sites also need to support social interaction and information exchange. In this paper we review the state of the art in local news aggregation in the U.S. and their support for social affordances (social trust, networks and interaction) that are essential to civic participation. We present a system we call the Virtual Town Square (VTS) that we have developed for local news aggregation that supports social affordances. We summarize briefly the design strategies and techniques (e.g., algorithms) we used to cluster topics and user generated content derived from existing local sources. This system should lead to a replicable model for other U.S. communities. 相似文献
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Gad Freudenthal 《Minerva》1987,25(1-2):135-149