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1.
My purpose in this paper is to present a didactic tool – a set of specially designed problems and questions for discussion – that can help making students better aware of the various aspects of the formal notion of limit of a sequence. The didactic tool will be justified using results from my own and other authors' research on students' naïve or erroneous conceptions of limit of a sequence. 相似文献
2.
The article presents:
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first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.
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first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.
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second, hopes and expectations towards various institutions connected with early childhood education in a new political and social situation and in the time of implementation of free market rules which caused unfavourable phenomena in early childhood education, eg. closures of settings and increase of fees paid by parents who take children away for financial reasons,
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finally, I present my own image of early childhood setting as an institution supporting parents in fulfilling their educational and care duties and involving them in the growth process of a child.
3.
Research shows that a lower proportion of women than men are in graduate level jobs, six months after leaving seven top UK universities. This paper presents new empirical evidence from a unique dataset on the significantly different attitudes and behaviours between Oxford men and women undergraduates that might explain why women are less likely to have secured a graduate level job than men. Lower self-assurance, firmer beliefs in gender stereotypes, strong prestige and gender-characterisation of occupations, and favouring sectors with informal and low-status entry, all contribute to a lower proportion of women securing graduate level jobs. Despite many advances in recent years narrowing the gap between men and women, there remain policy implications for curriculum delivery and co-curricular courses to increase women’s self-assurance and assertiveness, and thereby enable them to aspire to and then secure a wider range of higher prestige occupations. 相似文献
4.
Martin G. Erikson Peter Erlandson Malgorzata Erikson 《International Journal for Academic Development》2013,18(4):345-354
Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole. 相似文献
5.
Ian Manion Philip Firestone Paula Cloutier Malgorzata Ligezinska Joanne McIntyre Ron Ensom 《Child abuse & neglect》1998,22(12):1285-1304
Objective: This study evaluated the emotional and behavioral adjustment of parents and children within 3 months and 1 year after the discovery of child extrafamilial sexual abuse.Method: Ninety-two case parents (63 mothers, 29 fathers) and 56 children were compared to a nonclinical comparison group of 136 parents (74 mothers, 62 fathers) and 75 children. Parent adjustment was assessed using self-report measures while child functioning was assessed using a combination of child-, parent- and teacher-report measures.Results: Mothers, fathers and sexually abused children experienced clinically significant effects both initially and at 12 months post-disclosure. Children’s perceptions of self-blame and guilt for the abuse and the extent of traumatization predicted their self-reported symtomatology at 3 months and 1 year post-disclosure. Child age and gender also significantly contributed to the prediction of many of the child outcome measures. No abuse-related variable was related to any child self-report measure. Mothers’ satisfaction in the parenting role, perceived support and intrusive symptoms predicted their initial emotional functioning. Avoidant symptoms, child’s internalizing behavior and mothers’ initial emotional functioning were significant predictors of longer-term emotional functioning.Conclusions: Results emphasize the need to address children’s abuse-related attributions and underscore the need to expand our focus beyond the child victims to the traumatized families. 相似文献
6.
Malgorzata Przenioslo 《Educational Studies in Mathematics》2004,55(1-3):103-132
The paper is based on extensive research carried out on students of mathematics who had completed a university course of calculus. The basic purpose of the research was to determine the students' images of the concept of limit, that is to find out their associations, conceptions and intuitions connected with limits and to determine the degree of their efficiency and the sources of their formation. To achieve the objectives an expanded set of selected problems — simple but not quite standard — and various other research instruments were used. Several classes of images of the limit concept have been identified and described, according to their main foci: neighborhoods, graph approaching, values approaching, being defined at x0, limit of f atx0 equals f(x0), and algorithms. 相似文献
7.
一、问题的提出
Asperger症类属于孤独症谱系障碍,此类患儿具有极为独特的特征,一方面天赋极高,拥有惊人的技能和创造力,另一方面却在人际沟通、社会交往、运动技能等方面显示出另类古怪的异常特征。在全纳教育理念影响下,Asperger症患儿因其独特性而有更多的机会在普通教育环境中接受适合他们特殊教育需要的个别化课程及治疗方案。 相似文献
8.
The research discussed in this paper examines parental involvement in Kindergartens in Poland and is part of a large international project based on Bronfenbrenner's theory of the ecology of the development of the human being. Parents of children in Kindergartens all over Poland were interviewed about their expectation of both the teacher and the setting in which their child had been placed. New legislation has created possibilities for collaboration between parents and teachers and the research explores the changes this might give rise to. It questions whether parents and teachers really want to share the responsibility for the Kindergarten programme and asks parents about the role they feel they should be playing. 相似文献
9.
Poland took part in phases 2 and 3 of the IEA Pre‐primary ‘Quality of Life’ project initiated by the High/Scope Educational Research Foundation in Ypsilanti (US) and early childhood research workers from a wide range of countries. This article sets out a small part of the work undertaken in Poland, namely the results of observations of: the children's activities, the teacher's behaviour, the management of children's time in the kindergarten, the relationship between these variables, and their connection with the state of development of the children at 4‐ and 7‐years‐old.
10.
Malgorzata Erikson Martin G. Erikson Elisabeth Punzi 《Assessment & Evaluation in Higher Education》2018,43(6):969-978
Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third-year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have been done in order to support your learning?’ The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students’ own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed. 相似文献