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1.
Ronald S. Lembke 《Decision Sciences Journal of Innovative Education》2016,14(3):301-314
In this short, in‐class activity, students use fun size packages of M&Ms to study process variability, including a real‐world application of Cpk. How process variability and legal requirements force the company to put “Not Labeled for Individual Retail Sale” on each fun size package is discussed, as is the economics of changes the company would have to make to its processes to avoid this requirement. Variability in the weights of each candy, as well as information about the candy shell and chocolate center are also presented. 相似文献
2.
任文君 《沈阳教育学院学报》2008,10(3):16-18
结合市场经济条件下,高等教育发展的新形势分析了高校学生收费工作中存在的收费方式落后、管理制度不健全、拖欠现象严重等问题,提出了解决这些问题的具体措施,如及时公布收费信息、改革收费管理体系、建立健全收费管理制度、采用网络技术收费等。 相似文献
3.
Abstract The purposes of a syllabus are almost as varied as the possible contents but can be grouped into several categories. The article proposes that syllabi serve three major roles: the syllabus as a contract, the syllabus as a permanent record, and the syllabus as a learning tool. Each function has implications for what a syllabus should contain. General observations about constructing syllabi conclude the article. 相似文献
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5.
《Educational Philosophy and Theory》2013,45(5):509-521
Abstract Nel Noddings claims that there is an important normative element in happiness. For support, she points to the Aristotelian idea of the eudaimonic life, a concept that is often translated into English as ‘the happy life’. However, in light of the wide divergence between the Aristotelian view of eudaimonia as a life of virtuous activity and most contemporary psychologists’ and lay people’s view of happiness as subjective wellbeing, the authors of this article believe that Noddings’s merging of the two has several shortcomings. Aside from ambiguity and confusion, it encourages us to deny that, given the human condition, we must sometimes choose between happiness as pursuit of positive emotion and personal satisfaction and happiness as pursuit of the common good and the virtuous life. 相似文献
6.
Björn Norlin 《History of education》2020,49(3):287-312
ABSTRACT The present study provides an analysis of John Amos Comenius’s thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault’s ideas about governmentality and discipline, as well as on Henri Lefebvre’s spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early-modern European educational context. 相似文献
7.
Gunnar Repp 《Journal of Adventure Education & Outdoor Learning》2013,13(2):117-131
Abstract With the ambition of penetrating into the very core of the Norwegian and Nordic friluftsliv: An ecologically responsible life in the open air-in nature, people will have to become acquainted with Fridtjof Nansen—with the thinker as well as the practitioner. Outdoor life with natural and strong links to the national friluftsliv—tradition was his ideal, and quite a lot of people in the years after him have been fired with his enthusiasm for the wonderful experiential and health—giving meetings with nature. Obviously, he has been a hero and an idol for generations of people. His reputation as an arctic explorer, as scientist and sportsman, as an internationalist and a humanitarian, have been emphasized by a great many books and articles about him. The main purpose of this article is to shed more light upon his thinking about friluftsliv, to show and explain its focus, its models and paragons. 相似文献
8.
Kathryn R. Wentzel Ann Battle Shannon L. Russell Lisa B. Looney 《Contemporary educational psychology》2010
Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation. 相似文献
9.
David Carr 《International Journal of Educational Research》2011,50(3):171-176
This paper addresses conceptual issues concerning values in teaching and the professional education of teachers. Proceeding from rejection of a common (empiricist) account of values as subjective tastes, the paper distinguishes three common (more and less restrictive) concepts or senses of value, here referred to under the labels ‘principled preference’, ‘principled commitment’ and ‘principled disposition’. The paper proceeds to argue that, in light of certain distinctive features of teaching as a profession, the key values of teaching should be regarded as ‘principled dispositions’ (or, in another term, virtues). It is further argued that such professional teacher values are best appreciated under the three aspects of ‘intellectual virtues’, ‘procedural virtues’ and ‘moral virtues’ and the paper concludes with a brief exploration of the implications of this analysis for professional teacher education. 相似文献
10.
Jack T. Lee 《Higher Education》2014,68(6):807-823
The discourse on the internationalization of higher education emphasizes revenue generation while neglecting other diverse rationales pursued by governments and institutions. For countries that are seeking to venture into a knowledge economy or accrue greater competitive advantages under globalization, many policymakers view cross-border higher education as a platform for developing human talent. In this pursuit, education hubs stand out as large-scale initiatives supported by extensive planning and investment. By comparing the developments of Malaysia, Singapore, and Hong Kong as education hubs, three distinct objectives are apparent: to develop local talent, to attract foreign talent, and to repatriate diasporic talent. Despite the attention directed at the recruitment of international students, developing local talent remains a fundamental goal among education hubs. Talent development includes manpower planning as well as more inclusive provisions that support the diverse interests among local students. On the other hand, education hubs do not share the goals of attracting foreign and repatriating diasporic talent. Contextual factors such as distinct political economies and ethnic sensitivities mediate the recruitment of external talent. Comparing the policy rhetoric of talent development against the realities of implementation reveals sharp misalignment in some cases. More importantly, the political inertia in Singapore and Hong Kong exerts a gravitational pull that is increasingly turning sentiments against some foreign talent. 相似文献
11.
A total of 267 five‐, seven‐, and ten‐year‐olds (M = 7.62), 147 in Hong Kong and 120 in the United States, evaluated hypothetical personal (and moral) events described as either essential or peripheral to actors' identity. Except for young Chinese in the peripheral condition, straightforward personal events were overwhelmingly evaluated as acceptable based on personal justifications. Children primarily endorsed compliance, but attributed negative emotions to actors when mothers forbade personal choices, especially when described as essential to identity. Conventional justifications declined among Chinese children and pragmatic justifications for these judgments increased with age for all children, as did judgments that personal events were up to the child. Rules were seen as more legitimate and events were seen as more up to mothers to decide for moral than personal events. 相似文献
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I analyse what exactly is being addressed when the notion of ‘literacy inequalities’ is cited in the context of international policy with regard to education in general and literacy in particular. Whilst literacy statistics are used as indicators of social inequality and as a basis for policy in improving rights, educational attainment, etc., I question to what extent literacy levels (or various accounts of ‘lack of literacy’) can be taken as offering a valid account of ‘inequality’ in the larger international context. Recent work on literacy from an ethnographic perspective has questioned the international categorisation of a single uniform thing called ‘literacy’, from which consequences can be drawn and has instead focused on local meanings and cultural variations in what counts. In particular I take issue with arguments rooted in economic generalisation on the one hand, by such authors as Amartya Sen, and on the other in moral universalism, in the work of such authors as Nussbaum. 相似文献
14.
Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender
equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines
the enactment of a female science teacher’s pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes,
as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the
conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy,
present both academically and socially; (b) the devaluing of women as “knowers” of scientific knowledge as defined by a western
and male view of science; (c) the marginalization or “feminization” of education and pedagogical knowledge. The findings reflect
tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new
teachers about their positions as social agents and the sociological implications related to issues of gender within which
we live and work, inclusive of science teaching and learning. 相似文献
15.
In French science literature, the term dissymmetry appeared as early as in 1820, before Louis Pasteur. Pasteur, a French scientist, in his lecture ??Recherches sur la Dissymétrie Moléculaire des Produits Organiques Naturels?? in 1860 used the term dissymmetric which was translated in English as asymmetric. A methodical study of his work reveals that the choice of the word dissymmetry is ideal even in the context of present-day science. Strictly speaking, there should be no conflict between the two terms dissymmetry and asymmetry. 相似文献
16.
Child maltreatment and risk behaviors: The roles of callous/unemotional traits and conscientiousness
Child maltreatment poses significant risk to the development of callous/unemotional traits as well as risk behaviors such as engaging in violence, having sex with strangers, and binge drinking. In the current study, the indirect pathway from child maltreatment to risk behaviors was examined via callous/unemotional traits; whereas the conscientious personality trait was tested as a moderator of this indirect pathway. Young adults and parents (N = 361; Mage = 19.14, SD = 1.44) completed questionnaires on child maltreatment histories, callousness/unemotional traits, personality characteristics, and risk behaviors. Structural equation modeling was used to examine the hypothesized direct, indirect and conditional indirect effects. Findings showed indirect links between the child maltreatment latent factor and physical fighting, having sex with strangers, and binge drinking via callous/unemotional traits. Furthermore, the conscientiousness personality type significantly buffered the connection between callous/unemotional traits and physical fighting, supporting a conditional indirect effects. Callous/unemotional traits are important factors in the underlying mechanism between child maltreatment and risk behaviors among young adults, and conscientiousness serves as a protective factor against violence. Preventive intervention programs and clinicians may benefit from focusing in addressing callous/unemotional traits among youth who report childhood maltreatment experiences as well as targeting conscientiousness as a protective factor. 相似文献
17.
This essay introduces a novel way to conceptualize writerly invention – invention as adopting a non-intentional intellectual stance wherein heuristics are experienced as acting upon the writer as opposed to being enacted by the writer. This view of invention complicates and extends the traditional, Aristotelian view of invention as discreet heuristic aids chosen by the writer to develop a topic or position. The non-intentional invention heuristics explored in this essay include promethean, trickster, and improvisational. 相似文献
18.
Thomas Goetz Hanna Cronjaeger Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Contemporary educational psychology》2010
The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed. 相似文献
19.
Growing and developing as a university researcher 总被引：1，自引：0，他引：1
Gerlese S. Åkerlind 《Higher Education》2008,55(2):241-254
While there is a substantial body of literature on academics’ development as teachers, investigation of their development
as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth
and development as a university researcher. Four qualitatively different ways of understanding research development emerged:
(1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher;
and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early
stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later
stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career
stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways
of understanding their growth and development as a university researcher and as a university teacher are also presented. 相似文献
20.
Seng-Chee Tan 《Cultural Studies of Science Education》2013,8(3):553-560
In this forum, I take a learning sciences perspective to examine the paper by Bellocchi, Ritchie, Tobin, Sandhu and Sandhu (Cultural Studies of Science Education, doi:10.1007/s11422-013-9526-3, 2013) titled “Examining emotional climate of preservice science teacher education.” I characterize their approach as a social cultural and situative perspective of studying emotions in teaching and learning. Such an approach overcomes the limitations of examining emotions as individual psychological constructs, but it also incurs other methodological challenges. I suggest an alternative approach of examining the individual’s emotions, as well as their aggregates as a group measure. This approach allows us to study variations in emotional outcomes at an individual level or at a group level. I also suggest examining interplay of emotions with other aspects of learning outcomes, for example, cognitive learning outcomes. Finally, I suggest studying development of meta-emotional knowledge among teachers as another fertile area of research that could benefit the teachers in their classroom practices. 相似文献