共查询到20条相似文献，搜索用时 31 毫秒
1.
to chan 《读与写:教育教学刊》2007,(1)
?适当使用助磨剂等措施,并加强日常维护管理,从而达到增产节能之目的。高细磨;;级配;;通风;;易磨性;;助磨剂高细磨:4341,级配:4300,通风:4259,易磨性:4218,助磨剂:4177,节能措施:1782,磨机产量:1487,增产节能:1277,早期强度:1172,水泥企业:941高细磨:4233,级配:4193,通风:4153 相似文献
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Horst Zeinz Annette Scheunpflug 《美中教育评论》2010,(1):32-37
This research project focuses on the question： Which effects do teachers＇ attitudes have on students＇ academic self-concept and students＇ competences？ The study is informed by the theoretical perspective that competences and individual skills can be improved especially when students and teachers are confident about the possibility of change of these variables and when teachers make this explicit as a central theme. In our intervention study, we investigate whether a change in the teaching and learning setting （moving from a focus on deficits to a focus on strengths） is able to enhance students＇ academic self-concept and students＇ competences, even across domains. 相似文献
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Jess Harris 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):323-334
Global contexts of accountability have placed unprecedented pressure on school leaders to improve the performance of their schools. Despite recognition that leaders’ influence is mediated by school culture, few studies offer systematic examinations of culture-in-action in schools. The concept of culture remains nebulous and is frequently glossed over as being ‘messy’ in studies of school change. This paper uses tools from membership categorisation analysis to demonstrate how culture is produced at a micro-level in and through the actions of leaders in one school. My analysis shows a disjuncture between the purported values and policies of the school and the ways that school leaders through their talk construct and implement school practices, and thus the culture-in-action at their school. I argue that implementing effective change is impossible without understanding and disrupting the micro-level production and reproduction of culture in schools. 相似文献
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Eric Hewton 《教育政策杂志》2013,28(4):305-314
The financial constraints imposed upon local government over the past decade have forced many authorities to make savings rapidly and in conditions of considerable uncertainty. Education, as the largest spender and with falling pupil numbers, has often provided the bulk of these savings. In many authorities these have been made in an unplanned, piecemeal fashion and have seriously damaged the service. This paper considers the possibility of a ‘cuts culture’ in which continuing contraction is planned for as part of corporate policy. It raises important questions about the nature of schooling, the relationship between schools and the community and control over the financing of education. It suggests that a case might be made for substantial change, but not unbridled, insensitive reform. The importance of defending, as well as reforming the system is stressed, and the organizational implications of this are considered. 相似文献
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Petia Genkova 《美中教育评论》2009,6(10):48-53
The matter of this study comparing four cultures （China, Germany, France and Bulgaria） is the influence of cultural patterns on subjective life satisfaction. The qualitative results are presented in this report. They show that there are culturally specific tendencies as well as cross-culturally comprehensive ones. A vision of paradise and a general idea of what is luck exist in all cultures, while the specific characteristics of these concepts differ from culture to culture. 相似文献
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Jude Ocean Andrew Skourdoumbis 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):442-456
What gives legitimacy to the numbers that constitute the measurement techniques of the audit culture? We argue that the audit culture's blind application of numbers to people as if there was no moral or ethical dimension to the calculation rests on a military discourse resident in mathematics. This argument is based on the genealogy presented in this paper, which uncovers a regime of measurement-by-number, sedimented as legitimate through an association with military power. We claim that this military measurement-by-number is a dubious technique of government on which the audit culture relies for its highly questionable authority. 相似文献
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The actual infrastructure of the information society sustains the globalization trend and increases the importance of the information and knowledge. The development of the knowledge society is the direct consequence of the mix of economic, social and cultural processes, which involve the knowledge creation and its equitable distribution, access and sharing. Universities, as poles of knowledge, creativity and innovation, play a key part in the regional development and the global competitiveness. The universities are active promoters of the innovation culture at the regional and international level, by increasing the synergy among education, research and innovation. The article focuses on the role of the academic area in the development of the learning and creative society at the regional level, contributing to the design of new knowledge and technology embedded products, services and organizational processes, which represent the premises of the global competitiveness. The most important challenge the academic environment faces in the new economy is to bridge the gap between the political decision, the governance and the labour market, offering innovative solutions and developing the intellectual capital to address the various issues of the knowledge economy. The article highlights the role of the universities as regional development drivers, by analyzing the economic performance of the Bucharest-llfov region and the direct influence of the trinomial equation： education-research-innovation. 相似文献
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In this paper the authors utilise findings from the Economic and Social Research Council‐funded InterActive Education project to present a characterisation of the sub‐culture of school music with Information and Communications Technology (ICT) in England. They consider the opportunities and challenges ICT presents to the teaching of primary (ages 4–11) and secondary (ages 11–18) classroom music through an investigation of the perceptions, personal philosophies and pedagogical styles of seven teachers with whom they worked over a period of three years. Their work is underpinned by Goodson and Mangan’s definition of subject sub‐culture and they draw on Shulman’s notion of ‘knowledge bases’ in order to categorise and discuss the data. Through the identification and elaboration of key themes, the authors provide a snapshot of the emerging sub‐culture of music and ICT in schools. 相似文献
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Sónia Cardoso Maria J. Rosa Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2019,44(2):249-262
This paper analyses teaching and non-teaching staff perceptions on the implementation of internal quality assurance (QA) practices at their higher education institutions. The aim is to understand how far different perspectives on quality – as culture, as compliance or as consistency – are reflected in the views of these two groups on such practices. Data from a survey sent to all Portuguese institutions show that, to some extent, the perspectives of quality as culture and quality as compliance seem to permeate both groups’ views. This is evident in regard to the factors identified as supporting the development of internal QA, the main features underlying the implementation of such practices and their main effects. As the study allows for a better understanding on how these practices are perceived by teaching and non-teaching staff, it can contribute to promoting the critical reflection of institutions about QA and the way it can be both more effective and aligned with academia’s needs and expectations, contributing to influencing institutional practices. 相似文献
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Andrew J. Martin Stephanie Dench Levinia Paku 《Journal of Adventure Education & Outdoor Learning》2016,16(3):206-221
This article examines the key factors of organisational culture (artefacts, values and beliefs, and core assumptions) that have led to the development of Outward Bound New Zealand (OBNZ) over the past 50 years. Primary data for this case study were obtained through the use of semi-structured, in-depth interviews with past and present school and executive directors. A key finding is that OBNZ, founded on the beliefs of the German educator Kurt Hahn, has reviewed its values and formalised these into the ‘fundamentals’ of greatness, compassion, responsibility and integrity. Important visible symbols of the OBNZ brand are the badge, the logo with ‘to serve, to strive and not to yield’ and the cutter. The core assumption is still focused on self-discovery and the Outward Bound motto ‘there’s more to you than you think’. Internationally, Outward Bound course length has declined to just 4 days compared with OBNZ’s average of 14 days. In contrast, OBNZ has remained true to Hahn’s original belief, the ‘fundamental’ values, core assumptions and the Standard/Classic (three-week) course. These findings have implications for the development of outdoor adventure education and business organisations’ culture and leadership. 相似文献
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While China has certainly taken a great stride in English teaching and learning since its open policy about 30 years ago, there＇s no denying the fact that a lot of concomitant problems occur during its development. This paper explores into two of the hot issues nowadays, and presents the author＇s own experiences in two strikingly different classrooms in China and the United States, and hence some reflections on how to be rational in utilizing multi-media aids as well as research on basic theories. 相似文献
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Li-Jun Ji 《Learning and individual differences》2010,20(6):569-570
Stankov (2010) has offered an original and provoking theory to account for higher achievement, anxiety, and self-doubt among Asians. Unfortunately, several empirical and conceptual gaps must be closed before the author can make a convincing argument on the relationship between “unforgiving” Confucian culture and high achievement/test anxiety/self-doubt. The author relies too heavily on a methodology, comparisons using Likert-type response scales, well known to yield artifactual differences between cultures. More importantly, the author has not even clearly established that the scales he uses truly measure an unforgiving nature and that Confucian culture truly is more unforgiving than European culture. Finally even if we ignore the first two problems, the author's argument still is undermined by the number of counterexamples that can be generated to his theory. 相似文献
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Jason J. Barr 《Educational studies》2011,37(3):365-369
This research examined the relationship between teachers’ empathy and perceptions of their school’s culture. Teachers’ ability to change their school’s culture might be limited by their inability to interpret and respond appropriately to student behaviour. As teachers’ empathic abilities increase, it seems likely that they would be better able to understand and respond appropriately to their students. Teachers’ perspective‐taking was positively associated with their positive perceptions of student–peer relations, school norms and educational opportunities. Teachers’ personal distress was negatively related to student–peer relations. Empathy was unrelated to student–teacher relations. It is postulated that it takes more than just empathy to be able to negotiate the complex relationship between student and teacher. With teacher training programmes currently focusing on teacher dispositions, such programmes need to focus more on training future teachers to recognise and exercise their cognitive and emotional empathic capacities. 相似文献
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The rationale behind the project is based on the belief that the study of a work of literature can effectively open a window of opportunity for pupils to study other countries’ cultures and identities as well as contribute to pupils’ own identity construction and to the understanding of the identity of others. Information and communication technologies serve as an educational catalyst for collaborative learning which transcends national boundaries and presents pupils with the opportunity to study cultural and identity similarities and differences, to strengthen their national identities and, at the same time, to appreciate the characteristics of other identities and cultures. L’étude de la Littérature et de la Culture dans un environnement fondé sur la Toile L’idée qui sous‐tend ce projet repose sur le fait que l’on croit que l’étude d’une ?uvre littéraire peut effectivement constituer une fenêtre pour les élèves, l’occasion d’étudier les cultures et les identités d’autres pays tout en contribuant à la construction de la propre identité de ces élèves et à la compréhension de l’identité des autres. Les TIC servent de catalyseur éducatif pour faciliter l’apprentissage collaboratif qui transcende les frontières nationales et offre aux élèves l’occasion d’étudier les ressemblances et les différences de cultures et d’identités, de renforcer leurs identités nationales et en même temps d’apprécier les caractéristiques d’autres identités et cultures. Das Studium von Literatur und Kultur in einer Web‐basierten Umgebung Die logische Grundlage dieses Projekts ist die Überzeugung, dass ein Studium im Bereich von Literatur wirksam sowohl ein Fenster zum Einblick in andere Kulturen und Identitäten öffnen kann, als auch zum eigenen Identitätsaufbau der Schüler und zum Verständnis der Identität anderer beitragen kann. ICT dient damit als Bildungskatalysator für kooperatives Lernen, damit die nationalen Grenzen überwunden werden können und bietet den Schülern die Gelegenheit, kulturelle‐ und Identitätsähnlichkeiten und Unterschiede zu erkennen, um ihre nationalen Identitäten zu stärken und gleichzeitig die Merkmale anderer Identitäten und Kulturen kennen und schätzen zu lernen. 相似文献
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Renee N. Jefferson Liz W. Arnold 《美中教育评论》2009,6(3):61-66
The perceived advantages and disadvantages of courses taught in online and face-to-face learning environments were explored for students taking an accounting and a data collection and analysis course. Both courses were taught in a face-to-face learning environment at the main or satellite campus. It was hypothesized that there would be statistically significant differences in the perceived advantages and disadvantages of courses taught in online and face-to-face learning environments. Results showed statistically significant differences between perceived advantages and disadvantages for both learning environments. Findings suggest that there are differences between the perception of advantages and disadvantages for online and face-to-face learning environments. 相似文献
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Lynnel Hoare 《高等教育研究与发展》2013,32(4):561-574
Drawing upon the experiences of a group of academics who were responsible for the teaching and coordination of a newly established offshore program, this study considers intercultural learning during transnational education (TNE) sojourns and demonstrates that the personal and pedagogical adaptation required of academics is significant. The study combines data from pre-, during- and post-sojourn interviews with detailed observations of offshore teaching. This ethnographic methodology provides a detailed account of the TNE experience that is rare in the literature. The study adds support to the contention that the acknowledgement of cultural distance, rather than the adoption of a universalist mindset, is a precondition for development of intercultural competence through transnational teaching. The reflections of the respondents indicate that when transnational educators are prepared to learn from the ambiguity encountered during offshore teaching, they have the capacity to experience personal growth and to add significantly to their university's human capital. The paper argues that this ‘preparedness’ to learn should not be left to chance lest it does not eventuate and that the responsibility for development is shared between transnational educators, who must be open to change and prepared to engage in self-reflection that can be confronting, and universities, who must formally recognise the need to provide time, resources and quality, ethical learning interventions in order to facilitate the development of intercultural competence in all staff, especially those who teach overseas. 相似文献
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In this paper, we explore how ‘teaching communication’ in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a ‘blame game’ which either blames students’ achievements on the teachers and teacher education, or the students and their socio-economic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students’ backgrounds. School culture is understood as attitudes, communication, student focus and engagement. Teaching communication in this paper is studied as teachers’ and students’ talk about subject matter in whole-class teaching. We explore how different school cultures give students different opportunities to experience meaning from teaching communication. The perspective on meaning is derived from Bildung-centred didactics. By using qualitative comparative case method in Norwegian Lower Secondary schools, we find three different types of ‘teaching communication’ typical for different school cultures: ‘Dialogic teaching communication’, ‘storytelling teaching communication’ and ‘reproducing teaching communication’. The school culture with the ‘dialogic’ variant is characterized by trust and reciprocity, making students’ experiencing meaning a possibility. 相似文献