排序方式： 共有17条查询结果，搜索用时 15 毫秒
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Konstantinos Stouraitis Despina Potari Jeppe Skott 《Educational Studies in Mathematics》2017,95(2):203-217
The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system. 相似文献
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Noah Weeth Feinstein Jeppe Læssøe Nicole Blum Dianne Chambers 《Environmental Education Research》2013,19(2):198-205
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates? 相似文献
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The paper introduces a new journal impact measure called The Reference Return Ratio (3R). Unlike the traditional Journal Impact Factor (JIF), which is based on calculations of publications and citations, the new measure is based on calculations of bibliographic investments (references) and returns (citations). A comparative study of the two measures shows a strong relationship between the 3R and the JIF. Yet, the 3R appears to correct for citation habits, citation dynamics, and composition of document types – problems that typically are raised against the JIF. In addition, contrary to traditional impact measures, the 3R cannot be manipulated ad infinitum through journal self-citations. 相似文献
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Caeli Elisa Nadire Bundsgaard Jeppe 《Educational technology research and development : ETR & D》2020,68(1):551-573
Educational technology research and development - This article communicates the results of a Danish survey study conducted in 2018 that aimed to examine initiatives relating to computational... 相似文献
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This essay examines the relationship between research and policy and, more specifically, how researchers might relate to policy work. Given the current international policy focus on climate change, green growth and sustainability in general, it argues for strengthening and widening policy research in the areas of Environmental Education (EE), Education for Sustainable Development and Climate Change Education. It especially makes a case for two kinds of research on EE policy: (1) a multi-sited approach to empirical documentation and theory development which explores the relationships between international policy agreements and local practice, and (2) an interactive policy-engaged approach to research. 相似文献
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The level of consensus in science has traditionally been measured by a number of different methods. The variety is important as each method measures different aspects of science and consensus. Citation analytical studies have previously measured the level of consensus using the scientific journal as their unit of analysis. To produce a more fine grained citation analysis one needs to study consensus formation on an even more detailed level – i.e. the scientific document or article. To do so, we have developed a new technique that measures consensus by aggregated bibliographic couplings (ABC) between documents. The advantages of the ABC-technique are demonstrated in a study of two selected disciplines in which the levels of consensus are measured using the proposed technique. 相似文献
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The paper reviews the literature on disciplinary credit assignment practices, and presents the results of a longitudinal study of credit assignment practices in the fields of economics, high energy physics, and information science. The practice of alphabetization of authorship is demonstrated to vary significantly between the fields. A slight increase is found to have taken place in economics during the last 30 years (1978–2007). A substantial decrease is found to have taken place in information science during the same period. High energy physics is found to be characterised by a high and stable share of alphabetized multi-authorships during the investigated period (1990–2007). It is important to be aware of such disciplinary differences when conducting bibliometric analyses. 相似文献
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