Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines)     

Lopez  Emma Lina F. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):755-784

International Review of Education - In 2000, the government of the Philippines launched its National Service Training Program (NSTP), a compulsory 2-semester course component for all the...  相似文献   

The romance of crossing borders: studying and volunteering abroad     

Emma Jones 《Compare》2018,48(1):165-166

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Helping the One You Hurt: Toddlers’ Rudimentary Guilt,Shame, and Prosocial Behavior After Harming Another          下载免费PDF全文

Jesse D. K. Drummond  Stuart I. Hammond  Emma Satlof‐Bedrick  Whitney E. Waugh  Celia A. Brownell 《Child development》2017,88(4):1382-1397

This study explored the role of guilt and shame in early prosocial behavior by extending previous findings that guilt‐ and shame‐like responses can be distinguished in toddlers and, for the first time, examining their associations with helping. Toddlers (n = 32; M_age = 28.9 months) were led to believe they broke an adult's toy, after which they exhibited either a guilt‐like response that included frequently confessing their behavior and trying to repair the toy; or a shame‐like response that included frequently avoiding the adult and seldom confessing or attempting to repair the toy. In subsequent prosocial tasks, children showing a guilt‐like response helped an adult in emotional distress significantly faster and more frequently than did children showing a shame‐like response.  相似文献   

Feedback on feedback practice: perceptions of students and academics     

Emma Mulliner  Matthew Tucker 《Assessment & Evaluation in Higher Education》2017,42(2):266-288

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.  相似文献   

Resource discovery in distributed digital libraries through visual knowledge navigation     

GU Qian-yi AHMAD Faisal SUMNER Tamara 《浙江大学学报(A卷英文版)》2005,6(11):1306-1311

INTRODUCTION In this paper, we present our work in the Strand Map Service (SMS), which provides concept map based browsing interfaces for resource discovery in a library independent manner within American Na- tional Science Digital Library (NSDL). As critical components of digital libraries, dis- covery systems provide interfaces that support user to search and browse for resources in digital libraries (Hall et al., 1999). The effectiveness of discovery systems has big impact on the…  相似文献   

Integrated ‘one-stop’ support for student success: recommendations from a regional university case study     

Emma Power  Carmel O’Sullivan  Megan Yih Chyn A. Kek 《高等教育研究与发展》2020,39(3):561-576

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Can higher education compensate for society? Modelling the determinants of academic success at university     

Emma Smith 《British Journal of Sociology of Education》2016,37(7):970-992

This paper examines the role that social characteristics play in determining the academic success of students who begin university with roughly similar entry grades. The data used were drawn from the administrative records of over 38,000 UK-domiciled undergraduate students from one British university between 1998 and 2009. Results show that the characteristics of entrants have varied only slightly over this period and intake is still largely in favour of ‘traditional’ entrants: namely those from professional occupational backgrounds, the privately educated and those of traditional age. The relationship between background characteristics and eventual academic success also reflects patterns seen at earlier education stages. However, when prior attainment was taken into account, the link between degree outcome and many social characteristics does diminish – notably for students who were privately educated and who came from professional occupational groups. This suggests that once students have overcome barriers to admission, it is entry grades rather than social characteristics that may most strongly influence eventual academic success.  相似文献   

Designing for “challenge” in a large-scale adaptive literacy game for primary school children     

Laura Benton  Manolis Mavrikis  Asimina Vasalou  Nelly Joye  Emma Sumner  Elisabeth Herbert  Andrea Revesz  Antonios Symvonis  Chrysanthi Raftopoulou 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1862-1880

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La géométrie projective à l'école     

Emma Castelnuovo  Daniela  Claudio Gori-Giorgi 《Educational Studies in Mathematics》1976,7(4):443-463

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.  相似文献   

Social issues     

Rachel Theilheimer  Emma C. Winger 《Early Childhood Education Journal》1991,18(4):46-47

Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City. Emma C. Winger has just completed fifth grade at P.S. 84 in Manhattan.  相似文献