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1.
The studies regarding how the comprehension of geometric shapes evolves in childhood are largely based on the assessment of children's responses during the course of tasks linked to the recognition, classification or explanation of prototypes and models. Little attention has been granted to the issue as to what extent the geometric shape turns out to be an expressive tool that young children spontaneously use in their pictorial productions and also, whether or not methodological research approaches aimed at the examination of unprompted usage of geometric shapes in childhood may be useful regarding the study of the development of geometric thinking. This evidence provided by this study is coherent with the assumption that before starting primary education, internal representation of closed curves, quadrilaterals and triangles should have been developed by a significant number of children and, more interestingly, that young children’s graphical expressivity appears liaised to their skill to depict two-dimensional geometric shapes. 相似文献
2.
Igone Porto Gómez Jon Mikel Zabala-Iturriagagoitia Urko Aguirre Larrakoetxea 《Vocations and Learning》2018,11(2):205-221
Vocational training centres are conceptually regarded as key players in the knowledge generation and dissemination processes that take place within innovation systems. However, the literature does not provide conclusive evidence of their influence on the generation, development and dissemination of innovations. The goal of this paper is to analyse whether vocational training centres are indeed relevant agents in the articulation, knowledge exchange and dissemination of a local innovation system. The paper explores the most influential agents driving cooperation and articulating the local innovation system in Durango, one of the twenty counties of the Basque Country, Spain. Social network analysis is applied to regional collaboration networks in order to address this purpose. Our results show evidence of the pivotal role played by vocational training centres within local innovation processes implemented by firms. For many local firms vocational training centres represent the main sources of knowledge in their innovation processes. In the Basque context, vocational training centres have a longer history than other knowledge infrastructures, such as universities and research centres. These long-standing centres thus constitute ‘old bottles’ that despite their history are still able to produce a ‘good old wine’ in terms of innovation, which is translated into competitive advantage for the territory. Science, technology and innovation policies should therefore not only aim to create more knowledge infrastructures, but also to reinforce the role that traditional and territorially established organizations like vocational training centres can play as intermediary agents. 相似文献
3.
The ability of teachers to enter candidates for appropriate combinations of differentiated papers is considered. The results of experimental work suggest that teachers would be able to predict their pupils’ examination performance accurately enough to enter almost all pupils at appropriate levels of such examinations; and that they would be able to do this as early as the January preceding the examination. However, they will be able to enter candidates effectively only if the standards required for the overlapping grades are the same at all levels of an examination. There is some evidence to suggest that this condition may not always hold. In addition, results from some Joint 16+ examinations suggest that there may be a considerable number of inappropriate entries to GCSE examinations which use differentiated papers. 相似文献
4.
一个描述可视化语言上下文属性化的图文法框架 总被引：2，自引：0，他引：2
针对目前已有的上下文相关图文法的描述规范过于复杂或不太直观,提出了一个新的上下文相关图文法的形式框架：上下文属性化的图文法CAGG．该文法将产生式的上下文信息刻画成相关结点的上下文属性来解决嵌入问题．而且进一步分析了合流的CAGG产生式集合的基本特征,并基于此设计了合流产生式集合的判定算法,从而为构造高效的语法分析算法奠定了基础．通过与已有上下文相关图文法的对比分析可知,CAGG图文法的形式更为简洁和直观,因而更适于且更易于应用到可视化语言描述领域． 相似文献
5.
Miriam Hamilton 《Teachers and Teaching》2018,24(2):151-165
This paper examines attitudes to pedagogical change, among teachers within a second level science department in Ireland. It explores the beliefs and contextual constraints that mediate diversification from a primarily didactic pedagogical approach towards more student-led pedagogies. Using a multi-method approach incorporating observations of teaching, focus group interviews, one to one interviews and open-ended questionnaires, findings were analysed inductively to generate a number of themes. The findings suggest that a teacher’s sense of identity and beliefs are significant influences on their predisposition towards pedagogical change. Interestingly, the middle class, academic context of the school and the terminal Leaving Certificate state examination, were both identified as latent contextual barriers to pedagogical change. The implementation of curricular reform at Junior Cycle level in Ireland is ongoing, with a new science specification in place since September 2016. This specification has a significant student-led and skill-based emphasis and varied pedagogical approaches are necessary to effectively deliver this new curriculum. Professional development is available to assist teachers with the curricular reform. However, findings in this paper suggest that intrinsic beliefs and contextual constraints may limit access to, or meaningful engagement with such training, negating pedagogical change for some teachers and their students. 相似文献
6.
Elliot W. Eisner 《课程研究杂志》2013,45(2):343-357
Efforts to improve US schools through curriculum reform, attention to teaching and, the specifications of objectives and standards for education, have been recurrent themes during the past half-century. I offer a distillation of 12 'easy' lessons that can be learned from the careful examination of ideas and practices concerning the improvement of schools. I discuss each of these lessons with respect to their potentialities and their complexities, and try to provide a summary of what can be learned from US history which can guide efforts to make schools genuinely educative institutions. Whether those lessons will be learned and applied are consequences that I do not, and cannot, confidently address. However, my arguments may promote debate that might decrease the likelihood that the past will be repeated. 相似文献
7.
John Ainley 《International Journal of Science Education》2013,35(2):127-138
Summaries English It is generally assumed that better facilities will affect the quality of education in schools, but evidence concerning this assumption is often not considered or even known. In this article, the author reviews some important studies examining the influence of facilities on science teaching. He concludes that, while the provision of good facilities may not change educational practices dramatically, they help to foster science teaching activities which involve students in a variety of stimulating activities. In general terms, the evidence reviewed in relation to science teaching is consistent with the notion that the students’ physical environment affects their study behaviour. It may be argued, therefore, that attention must be paid to the provision of good teaching facilities if active forms of learning are to be encouraged. 相似文献
8.
为了形式化地推理和验证web服务编排规范WS-CDL所描述的web服务组合,提出了一个WS-CDL规范的类型化形式化模型——typed abstract WS-CDL.在typed abstract WS-CDL中,定义了类型和会话的语法、类型判定规则和操作语义;web服务间的协作由会话来描述;利用会话的操作语义能对web服务编排的执行进行推理;利用类型判定规则能检查web服务间交换信息类型一致性并捕获由于类型不一致导致的运行时错误.特别地提出了类型假设集的外延和类型假设集相容性的概念,并定义了类型假设集的合并算法以消除类型假设冲突.在该模型基础上,还定义了从choreography到orchestration的类型化映射规则,通过这组规则,可以从一个给定的web服务choreography得到orchestration桩代码及其类型假设集,因而web服务组合能在choreography和orchestration层被验证.提出的模型被证明具有类型安全性,并且通过一个案例分析说明了所提出的模型是有助于对web服务组合进行推理和验证的. 相似文献
9.
Michael Christie Hetty Grunefeld Gerda Thibautt 《European Journal of Engineering Education》2001,26(4):441-450
This article argues that the increase in the number of teaching and learning centres in universities of technology in recent years is bound up with concerns about the quality of university education. Universities that have set up such centres have been motivated to do so for two main reasons. They are keen to improve the image and the capacity of their teaching faculty. They also hope to attract students at a time when many school leavers prefer immediate, well-paid employment to four or more years of study. There has been outside pressure as well. Governments have demanded that tertiary institutions become more accountable. Governments are insisting that taxpayers get value for their money, especially in the area of teaching and learning. The question asked in this article is whether or not teaching and learning centres should be modelling quality issues as well as teaching and learning issues. Our conclusion is that the centres should be proactive in this matter, providing their institution with both theoretical and practical models of quality management and assurance. 相似文献
10.
This article is a critical review of the internship measurement scales in higher education. Although the importance of internships is widely acknowledged in the literature, there is a scarcity of attempts to construct a scale to measure internship outcomes. In fact, a thorough examination of the internship literature reveals that there are only two internship measurement scales, which are relatively recent. It is a widespread practice that empirical studies in this area use job-related scales in their endeavour to measure internship-related constructs such as internship satisfaction and internship effectiveness. This is mostly due to the lack of available internship scales and partly due to the naive assumption that job-related scales can be somehow altered and may readily be adapted to internship-related contexts, disregarding the contextual and contractual differences between a job and an internship. This casts doubt on the validity of the findings in those studies. However, the valid measurement of internships is not only necessary to meet the highest academic standards but also to make evidence-based employability policies in higher education institutions. Therefore, this article aims to highlight the need to measure internship processes more effectively based on a sound method and bring this issue to the attention of the research community worldwide. To that end, the existing scales of internship are critically examined and areas for improvements are highlighted. 相似文献
11.
《Journal of Further & Higher Education》2012,36(2):197-210
Abstract This article describes the rationale for a programme specification (Dearing recommendation 21) with reference to an example template produced by the Quality Assurance Agency. It examines the potential connection between programme specifications, which are concerned with helping teaching teams make their learning intentions more explicit, and progress files which provide the institutional and personal records of achievement. It argues that making the intentions of learning more explicit, through the programme specification, has important consequences for the assessment of learning and ultimately for recording and reporting achievement. The notion of personal profiling (a means by which students can monitor, build and reflect upon their personal development Dearing recommendation 20) is embedded in the idea of ‘learning how to learn’ which is contained in the programme specification. These two elements of the policy framework could be linked by using the learning outcomes identified in the programme specification as the basis for a personal record of achievement or development profile for each student. Individual students could then build on and customise the profile according to their specific learning experiences, including those gained outside the formal curriculum. 相似文献
12.
S. Leslie Hunter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):310-324
Conclusion Any examination system, to maintain its viability, must change in response to relevant pressures. When the Certificate examinations were introduced in 1888, their purpose was threefold: — to supplement the inspection of certain secondary-type schools; to establish uniform standards of attainment; to provide a Certificate acceptable to the universities and other examining or professional bodies. The first of these purposes was a temporary expedient, vital at that particular stage in the development of Scottish secondary education; the other two are still valid purposes today. Throughout the years, changes in the Certificate examinations have had two main aims: the encouragement of a widening of the curriculum to meet changing conditions, social, economic and industrial; and an easing of the pressure on secondary pupils. The introduction of the Ordinary grade in 1962 is entirely within this tradition; the projected Advanced grade is less clearly so;1) nevertheless, this departure may be the inevitable reaction to pressures to which the system has not previously had to respond.Whatever the final outcome may be, the emerging pattern of the examination structure in Scottish secondary education is at least evidence of an adaptability and resilience which critics of the system had feared it might no longer possess. It may even be the case that the future historian will regard 1962 as one of the key dates in Scottish education, paving the way for an extension of the provision of full secondary education, with a more relevant and vital curriculum, an examination structure geared to modern needs, and a consequent utilisation of talent which the country has always possessed, and can no longer afford to neglect.
Schottische Erziehung: Veränderungen im Prüfungswesen
Education ecossaise: Changements dans la structure des examens des ecoles secondaires相似文献
13.
Interest in measuring and evaluating student learning in higher education is growing. There are many tools available to assess student learning. However, the use of such tools may be more or less appropriate under various conditions. This study provides some evidence related to the appropriate use of pre/post‐tests. The question of whether graded tests elicit a higher level of performance (better representation of actual learning gains) than ungraded post‐tests is examined. We examine whether the difficulty level of the questions asked (knowledge/comprehension vs. analysis/application) affects this difference. We test whether the student’s level in the degree programme affects this difference. Results indicate that post‐tests may not demonstrate the full level of student mastery of learning objectives and that both the difficulty level of the questions asked and the level of students in their degree programme affect the difference between graded and ungraded assessments. Some of these differences may be due to causes other than grades on the assessments. Students may have benefited from the post‐test, as a review of the material, or from additional studying between the post‐test and the final examination. Results also indicate that pre‐tests can be useful in identifying appropriate changes in course materials over time. 相似文献
14.
The environmental education (EE) field has encountered persistent challenges in fostering the integration of EE practices in public schools, a challenge that may be addressed through integration of EE with the Next Generation Science Standards (NGSS) in the United States. In addition to the potential for fostering EE, the integration of EE and NGSS may provide a unique set of conditions for understanding how and why teachers shift their practice to incorporate more EE in their classrooms. Using a mixed methodology research design, this study examines the outcomes and processes of a professional development institute that integrated NGSS and student-driven environmental stewardship. This study provides evidence that integrating NGSS Science and Engineering Practices with stewardship may help infuse EE into classrooms. The research also contributes to theoretical understanding of the processes by which professional development shapes teacher change within an organizational context. Specifically, teacher instructional change was predicated on a shift in their beliefs that stewardship was possible in a standards and accountability-based educational context. The requisite shift in beliefs came about through the expectations and supportive resources provided by the professional development, teacher observation of student engagement, and the justification NGSS integration provided for stewardship activities. 相似文献
15.
Klodiana Kolomitro Lauren M. Anstey 《International Journal for Academic Development》2017,22(3):186-198
There is general consensus that teaching and learning centres have a positive impact on promoting and supporting a culture that values teaching and learning, yet there is limited evidence on how centres evaluate their work. For this purpose, a survey was developed and administered to the directors of 88 Canadian centres; 46 of which completed the survey. In this paper, we share centres’ approaches to evaluation that emerged from the survey findings and the artifact analysis. By raising awareness of evaluation approaches, we are better positioned to identify further opportunities to develop a more systematic and coherent approach to evaluation. 相似文献
16.
17.
Shanti George 《European Journal of Education》2018,53(3):351-364
“Learner agency for what?” is one of the key questions addressed in this article and the response distinguishes between more self-interested responses and answers that suggest a wider orientation towards global transformation. The context is that of education at global centres of international development studies and the mid-career professionals worldwide—whether practitioners, activists or academicians—who undertake courses of studies at such centres in order to gain insights and abilities related to social transformation that earlier education at conventional universities did not expose them to. Since such global centres tend to be located in the “Global North” but are largely attended by experienced people from the “Global South,” the article examines these binary distinctions and how learners navigate the geo-political fault lines that the binaries represent. The pedagogical dynamic is explored in terms of the “wicked problems” that international development studies wrestle with and that can be approached using the experience of learners from across the continents in interaction with formal knowledge. One hundred twenty-four in-depth interviews with protagonists from 27 countries who attended one of the oldest centre of development studies in Europe open windows onto global transformation during the second half of the 20th century and illustrate both insights and challenges for learners who are struggling towards positive change around universal rights and well-being across the planet. Traditional universities are urged to learn from pedagogies at global centres of international development studies in order to gain relevance in their societies and the world around them. 相似文献
18.
Linda Evans 《British Educational Research Journal》2011,37(5):851-870
Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government's 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re‐shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop‐sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether—and to what extent—teacher professionalism may in fact be shaped by government‐imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally. 相似文献
19.
Beyond autoregressive models: some implications of the trait-state distinction for the structural modeling of developmental change 总被引：2，自引：0，他引：2
The use of structural modeling techniques to fit change concepts, including developmental ones, to repeated-measurements data has been rather firmly but uncritically wedded to autoregressive model specifications. The uncritical application of an autoregressive specification to repeated measures does not take into account subtleties of conceptions of stability and change (e.g., the trait-state distinction) that are now recognized in the behavioral research literature. We review the basic distinction between trait and state and examine the implications of the different possibilities for modeling developmental phenomena. The arguments are illustrated with empirical examples. 相似文献