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1.
Anne-Marie Bird 《Children‘s Literature in Education》2001,32(2):111-123
Drawing on John Milton's Paradise Lost and on motifs found within Gnostic mythology and the poetry of William Blake, this article explores Philip Pullman's reworking of the Judeo-Christian myth of the Fall. At the centre of this investigation is Dust: a conventional metaphor for human physicality inspired by God's judgment on humanity. This article suggests that Dust is re-presented in the trilogy in a more positive manner through the development of Milton's metaphor of the dark materials into a substance in which good and evil, and spirit and matter—conceptual opposites that form the basis of religious dualism—coexist. 相似文献
2.
The Total Quality Initiative at South Bank University 总被引：2，自引：0，他引：2
Tommy Geddes 《Higher Education》1993,25(3):341-361
The total quality initiative covers all aspects of the University's academic and support services, but only one of a number of different programmes is discussed in detail, the formulation of quality service agreements. The paper outlines both the theoretical basis and the practical implementation of the approach. Another programme, quality in teaching and learning, is also briefly outlined.The systematic examination and articulation of customer/supplier relationships lies at the core of South Bank's total quality approach, with quality being customer rather than system driven. The concept of the quality chain is developed to stress and demonstrate the interdependence of all staff in providing a high quality service to students.The customer/supplier relationship is founded on three aspects of quality-characteristics, standards and measurement of performance, all of which are dealt with in some detail.Thirty-two Customer/Supplier Working Groups are charged with the task of establishing detailed quality service agreements between academic schools and support departments the internal customers and suppliers, and between the schools as suppliers and their students (and other clients) as external customers. 相似文献
3.
Erich Wittmann 《Educational Studies in Mathematics》1980,11(4):383-392
The paper investigates conceptual relationships between the Continuous and the Discrete. Differentiation, integration and the fundamental theorem of calculus are based on corresponding operators and a corresponding theorem with functions on finite domains (discrete functions). The final section discusses the possibilities for introducing elements of a discrete analysis into the mathematics curriculum. 相似文献
4.
Ana Vasquez Michelle B. Proux 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(2):155-170
Résumé Les difficultés scolaires éprouvées par les élèves immigrés ont été généralement étudiées en mettant l'accent sur leurs carences ou sur les stratégies d'adaptation dont ils se servent. Le travail qu'on présente ici vise à renverser cette optique — en inserant cette problématique dans le cadre théorique de la Transculturation, et en étudiant la façon dont ces élèves perçoivent l'institution scolaire.Une étude de l'énonciation porte sur 101 entretiens dans la langue d'origine, avec des sujets hispanophones et lusitanophones, garçons et filles, âgés de 10 à 17 dans.Sur la base d'une analyse statistique informatisée on a établi des indices visant à saisir (a) les rapports chercheur/sujet dans l'entretien; (b) les liens qui rattachent l'individu à son groupe (moi — nous); (c) sa perception de l'autre; et (d) la façon dont il se situe par rapport à son expérience (assumée ou subie, actant ou acté). Des mots-clé illustrent et soulignent les difficultés éprouvées par ces sujets et par l'institution scolaire pour appréhender les normes temporelles comme un modelage culturel et en saisir leur relativité.
The difficulties of immigrant children at school have generally been studied with the emphasis either on their deficiencies or on the schemes which they devise to enable them to adapt. The study which is presented here, however, aims at a radically different approach by viewing the problem within the theoretical framework of transculturation and by examining the way in which the pupils themselves perceive the French school system.A study is made of the outcome of 101 interviews which were conducted in their mother tongue with Spanish- or Portuguese-speaking boys and girls aged between 10 and 17 years old.On the basis of statistical analysis by computer, indices were formulated with the intention of establishing (a) the relationship between the researcher and the subject during the interview; (b) the links between the subject as an individual and his/her peer-group (me — us); (c) his/her perception of others; and (d) the way in which he/she relates to his/her experience (as something to be positively accepted — or to be suffered; active or passive). Keywords illustrate and underline the difficulties encountered both by pupils and by the school to grasp the idea of time norms as a cultural shaping and to perceive how relative they are.
Zusammenfassung Die schulischen Schwierigkeiten von Einwandererkindern sind allgemein entweder mit Schwerpunkt auf ihren Unzulänglichkeiten oder auf den von ihnen gewählten Anpassungsstrategien untersucht worden. In der vorliegenden Untersuchung jedoch wird ein radikal anderer Ansatz beabsichtigt, indem das Problem innerhalb eines theoretischen Bezugsrahmens der Transkulturation betrachtet und indem die Art und Weise geprüft wird, die die Schüler selbst dem französischen Schulsystem gegenüber empfinden.Die Studie wurde aufgrund von 101 Interviews von in ihrer Muttersprache spanisch- und portugiesisch-sprechenden Jungen und Mädchen im Alter von 10 bis 17 Jahren erstellt.Auf der Grundlage statistischer computergestützter Analyse, wurden Indices mit der Absicht formuliert, folgendes nachzuweisen: (a) die Beziehung zwischen dem wissenschaftlichen Befrager und dem Befragten während des Interviews; (b) die Verbindungen zwischen dem Befragten als einem Individuum zu seiner/ihrer Gruppe von Gleichaltrigen (ich — uns); (c) seine/ihre Wahrnehmung der Anderen; und (d) die Art und Weise auf der er/sie sich in Beziehung zu seiner/ihrer Erfahrung sieht (als etwas, das als positiv erleb wird, oder an dem man leitet; aktiv oder passiv). Schlüsselworte veranschaulichen und unterstreichen die Schwierigkeiten, auf die sowohl die Schüler als auch die Schule stossen, um die Vorstellung der Zeitnormen als Kulturform zu begreifen, und um ihre Relativität zu empfinden.相似文献
5.
Ruth Neumann 《Higher Education》1993,25(2):97-110
This paper reports selected findings from the first stage of a study on the research role within academic work in Australian universities. These findings come from the interview component of the study and discuss the perceptions that senior academic administrators hold on research and scholarship. The analysis of the interviews indicates that research covers a wide and varied range of activities across the disciplines found in a university and therefore needs to be defined broadly. However, research has three major attributes: new knowledge, enquiry and publication of results and views. Scholarship was perceived to be part of the research process, providing the context for good research by adding the element of breadth to the depth of research. In addition, scholarship describes the manner of pursuing a serious, sustained line of enquiry as well as the dissemination process. 相似文献
6.
Much has been made about the difficulties students have in transferring their learning from one context to another. We suggest that students learning from examples use imitation, a subtype of analogical problem solving (APS). Whereas APS involves manipulating a mental representation, imitation involves mapping the surface features of a source example to a target problem and no assumptions are made about what a student knows. Often imitating a close variant of a source problem is likely to be relatively successful; however, trying to solve a distant variant by imitating an example creates difficulties in mapping values and adapting the source example to the target. In this paper we argue that some students' inability to transfer their learning is very often due to the teaching material rather than any failure on the part of the student. To this end, we have developed an interpretation theory based on the proportional analogy framework (a:b::c:d) which can be applied to text analysis. The theory is demonstrated using examples taken mainly from computer programming textbooks. 相似文献
7.
In pronounced contrast to English, Italian orthography contains extremely regular sound-to-spelling correspondences and therefore Italian words could, in principle, be spelled perfectly correctly using nonlexical phoneme-to-grapheme conversion rules alone. If this were so, then there should be no lexical influence upon nonword spelling. However, the present experiment reports lexical priming effects for two inconsistently spelled segments in Italian words: Italian participants were more likely to spell the nonword tece as TECIE if they had just heard the word specie rather than pece and were more likely to spell the nonword cuodo as QUODO if they had heard the word quota rather than cuoco. These results suggest that Italian, despite its regular orthography, is not spelled purely nonlexically. It is argued that a dual-route model of spelling production can be applied to Italian. 相似文献
8.
This paper analyzes the interpretations of equality and the equal symbol of the third-grade children who participated in a year long whole-class socio constructivist teaching experiment. These children initially interpreted the equal symbol as a command to perform an arithmetical operation; it was less natural to them to interpret it as a relational symbol to compare two quantities. By the end of the school year, children were able to conceptualize the quantitative sameness of two numerical expressions and describe it by using the phrase is the same as, the words equal or equals, or the symbols = or =s. These children expanded their conceptualizations of equality due to their active role in class discussions, the arithmetical tasks that took into account children's difficulties, and the teacher's intellectual sensitivity to strike a delicate balance between the force of teaching and the freedom of learning (Freudenthal, 1991, p. 55). 相似文献
9.
The results from an experiment analysing hypertextual semantic linking is reported. In the study participants are asked to describe logical relationships between related, semi-related and unrelated paragraphs of text. It is concluded that existence and themes of relationships are (as expected) fairly consistently recognised, however, specific relationships do not readily fall into natural predicate like statements. Purely thematic relationships, or a palette of available relationships might be the more practical approach. Further work on dynamic linking in hypertext documents is also reported. Dynamic linking eliminates some of the problems associated with a mismatch between the mental models of authors and readers and allows the readers to construct their own hypertexts from linear documents. This approach offers useful data on logical connectivity in hypertext documents but also represents an alternative to conventional hypertext authoring and reading. 相似文献
10.
W. A. Suchting 《Science & Education》1995,4(1):1-22
Scientific thought is regarded here as both a type of goal-directed behaviour (practice) and its product, and the question of its nature posed in terms of that goal and of means appropriate for achieving it, preferably with regard to an existing paradigm (exemplar) such as the Galilean-Newtonian. Empiricism, a widely received view of the nature of science, is examined and rejected, as is the general idea that scientific thought has philosophical foundations. The question of the actual or possible scientific status of the human sciences is raised and some methodological guidelines for an answer to it suggested.This paper is a version of one commissioned for the forthcoming International Handbook of Science Education edited by Ken Tobin and Barry Fraser (Kluwer Academic Publications). Thus it deals in a condensed way with wide-ranging and complex matters that would ordinarily be treated separately and at greater length. (Editor) 相似文献
11.
From a consideration of the nature of scientific understanding and the control of nature Lacey proposes a set of criteria by which the reform of science teaching might be guided. He uses the term critical self-consciousness to describe the development of learner's appreciation of the character of scientific activity, its applications, and the choices citizens face in society. By this latter he means responsible participation, presumably in the debates surrounding the character of scientific activity, its applications, and the choices inherent in these. In this paper I show that Lacey's vision of the schooling of science through the development of critical self-consciousness has been articulated by others at different epochs, and probably from different ideological perspectives. Knowledge of these will help Lacey in his search for an education in science which promotes citizens' participation rather than alienating them from decision-making in society. 相似文献
12.
Gilberte Schuyten Hannelore Dekeyser Katy Goeminne 《Education and Information Technologies》1999,4(4):409-424
This study focuses on the feasibility of implementing independent learning in a traditional university and the feasibility of providing this independent learning by means of an electronic interactive learning environment. The target group contained students enrolled in an applied statistics course at the Department of Psychology and Educational Sciences at the University of Gent (RUG). Three experimental variables were designed: learning environment, delivery and support. This created five different learning conditions to which subjects were assigned at random. The present study gives empirical evidence that an electronic-based independent learning environment with discernible support devices can take its place in a traditional university setting. Our results indicate that the cognitive outcomes of students' learning in a computer-based environment are neither fostered nor hindered by attitudes towards computers. The merely cognitive aspect of attitude towards computers, i.e., interest in learning about computers, affects the perception of structure in the materials; more interested students have a better perception of structure. Students with better prior knowledge and having fewer problems with statistics have a better perception of the learning access to the contents. In order to construct electronic learning environments, further investigation is needed into student characteristics interacting with learning environment characteristics, and this is currently in progress by our group. 相似文献
13.
This paper describes Mr. Collins, a student model for intelligent computer assisted language learning (ICALL), which is based on the results of empirical studies conducted in the target domain. Mr.Collins is constructed and updated through student/system collaboration. This collaborative approach to learner modelling aims both to promote student reflection through discussion of the student-model, and to provide more detailed and accurate information for the model. Due to his own contributions the student is less likely to regard the model with suspicion. Because the student model is the focus of the system, it must contain more information than is typically found in learner models. Therefore, in addition to domain knowledge and misconceptions, Mr. Collins also models learner confidence, background languages and learning strategies. The typical acquisition sequence for the target rules is explicitly modelled to provide an additional perspective from which the system may assess learner input.This is an extended version of a paper presented at PEG93. 相似文献
14.
Monica A. Payne 《International journal for the advancement of counseling》1991,14(3):217-233
A sample of 850 adolescents in the Caribbean island of Barbados indicated their general interest in 90 locally available occupations which were designated male, female or either sex in accordance with judgements of present employment of the sexes in these positions, and named up to three jobs for which they had particular preference. Results showed sex to have a pervasive influence on both general interest and particular job choice, although both males and females were most strongly attracted to modern sector, mid/high status managerial positions. Implications for career guidance in schools, and for further research, are discussed. 相似文献
15.
This interpretive study examined the lived experiences of young college-educated Taiwanese women employed as clerical workers. Using hermeneutic phenomenology as the research methodology, the study explored the meanings of the participants lived experiences. Systematic text analysis of the data revealed various experiences and expectations. Experience themes identified in the study were: (a) bored and busy; and (b) disrespected and mistrusted. Major expectation themes revealed are: (a) career dreams and aspirations; and (b) desire for meaningful work. The study emphasised the importance of career development education in young Taiwanese women. The experiences of Taiwanese female clerical workers as recorded in the study reflected a need for career development, which might provide insightful information for career development scholars and practitioners. 相似文献
16.
Women in higher education 总被引：4，自引：1，他引：4
Masako Amano 《Higher Education》1997,34(2):215-235
The high level of admissions of women into higher education in Japanis analysed in the context of examining revised views about the highereducation of women resulting from changes in the traditional view of therelationship between higher education and social values. Despite the shiftin womens educational expectations, there is still clear evidence that agender track continues; typically men congregate in four year institutionswhilst women focus on Junior Colleges and on particular courses of studydeemed to be appropriate for women. The gender track is furtherdemonstrated by detailed studies of the Junior College and the WomensCollege. Womens employment opportunities are shown to have been affected byrestrictive attitudes of employers which tended in the past to impose onwomen particular modes of employment. The reasons for the emergence of achange in these attitudes in the latter part of the 1980s are explored andthe impact of the Equal Employment Opportunity Act of 1986 is examined. Thearticle concludes by considering the wider implications for women, both inthe work-place and in society more generally, of these developments. It isnoted that highly educated Japanese women tend to hold more conservativevalues and may see their education as an expression of their social statusrather than a way of increasing their earning power. The recentestablishment of a number of courses in Womens Studies may well have aninfluence upon future developments in ideas about women and higher educationin Japan. 相似文献
17.
Philip G. Altbach 《Higher Education》1991,21(3):305-323
Foreign study is a multifaceted phenomenon - its impact is felt on academic institutions in both the host and sending countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the host nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the brain drain, is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various push and pull factors which determine the constantly changing flow of foreign students.This study was supported by the Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation. It was presented at the International Seminar on Higher Education and the Flow of Foreign Students, convened by the Hochschul-Informations-System, with support from the Federal Ministry of Education and Science and the Lower Saxony Ministry of Science and Arts in Hannover, Germany on 26th–28th April 1990. 相似文献
18.
Cox Richard McKendree Jean Tobin Richard Lee John Mayes Terry 《Instructional Science》1999,27(6):431-457
This study examined learning in the domain of sentence parsing and syntax tree-diagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations. 相似文献
19.
Anne Pedersen Paul Pedersen 《International journal for the advancement of counseling》1989,12(4):299-307
The Cultural Grid suggests a structure for interpreting a person's behavior in the context of culturally learned expectations. When two persons' expectations are similar, but their behaviors are dissimilar, cross cultural misunderstanding is likely to result. When their expectations are dissimilar, the result is likely to be a personal misunderstanding even though their behaviors are similar. This article introduces a framework for differentiating personal and cultural differences in the interview which is essential for appropriate multicultural counseling. The alternatives are to allow apparent and obvious cultural differences to mask underlying personal differences or to incorrectly assume that two persons who appear culturally similar are having a personal disagreement. 相似文献
20.
Harvey Zingle Lawrence Dick 《International journal for the advancement of counseling》1984,7(1):15-24
The future remains always elusive and yet by examining the present, some hints of what is to come may be seen by the discerning. In this article, six existing social forces (the baby boom, the new woman, the silicon chip, disenchantment, the monetary system and the increased tempo of modern life) are reviewed as well as some of the implications of these forces for counselling education programmes. The hope is that such an examination will help counsellors and counsellor educators to be better prepared for the future and therefore better able to influence it.University of Alberta 相似文献