共查询到20条相似文献，搜索用时 31 毫秒
1.
Swedish universities are required to change towards more effective self-regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, self-regulation is related to the concept of autonomy, a concept which is analysed on the two dimensions of purpose and authority, resulting in four models of state governance and consequently in a different space of action for the institutions. However, in order to develop self-regulation, the space granted must also be used effectively to realise autonomy. Six Swedish higher education institutions are analysed concerning how they have used their new space of action and what restrictions they have met in their efforts for self-regulation. 相似文献
2.
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
3.
Frank A. Schmidtlein 《Tertiary Education and Management》1999,5(2):157-172
Interest in performance budgeting is growing despite a lack of research on its effectiveness. U.S. states have largely used incremental and formula budgeting processes to fund higher education. However, more than half of them are experimenting with some form of performance budgeting. There have been similar attempts to reform budget practices in the U.S. in the past, but most of these processes have been largely abandoned. Governmental performance budgeting for higher education assumes policy objectives are stable, complex decisions on budget trade-offs can be made at governmental levels on the basis of data, institutions operate as bureaucracies, resources can be linked to outcomes, outcomes are identifiable and can be agreed upon, accountability can be achieved through budget policies, and current practices create incentives to enrol unqualified students. These assumptions are not realistic. Consequently, performance budgeting will not meet proponents expectations and will suffer the fate of past budget fads. 相似文献
4.
J. H. F. Meyer 《Higher Education》1996,31(1):51-71
A review of some contemporary studies based on an individual-difference model of student learning is presented. The exploratory fitting of conceptual models of student learning to atypical individual-similarity data structures is discussed, and an experimental categorisation procedure for producing such structures is outlined. Insofar as the features of some established conceptual models of student learning do not fit such atypical structures, either by virtue of their conceptual parsimony, or their underlying conceptual assumptions, the fitting of a locus model to such structures is explored. It is argued that, within the student experience of learning framework, conceptual models of student learning need to incorporate such additional dimensions of variation if such models are to be employed in individual-difference studies of student learning. 相似文献
5.
Shlomo Vinner 《Educational Studies in Mathematics》1997,34(2):97-129
This paper suggests a theoretical framework to deal with some well known phenomena in mathematical behavior. Assuming that the notions conceptual and analytical are clear enough in the domain of mathematical thinking, the notions pseudo-conceptual and pseudo-analytical are proposed and explained. Examples from mathematics classrooms, mathematics exams, and homework assignments are analyzed and discussed within the proposed theoretical framework.The notions pseudo-conceptual and pseudo-analytical proposed in this paper, actually narrow the extension of the notion cognitive by restricting it to the domain of meaningful contexts. Analysis of meaningless behaviors, it is claimed, requires a different theoretical framework. The attempt to analyze meaningless behaviors in the same way as meaningful behaviors is called here the cognitive approach fallacy. 相似文献
6.
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
7.
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
8.
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
9.
G. Buchdahl 《Science & Education》1993,2(2):149-167
It is a main contention of this paper that the history of science is not so much a story of the progressive advance in our understanding and discovery of the facts of nature, but rather, an account of different ways of seeing things; where the things thus seen are to a considerable extent themselves the result of realizational processes operating in terms of some theory or other. But further, such theories are in turn controlled by some respective methodology which has its history: with the latter itself a record of different views about those elements believed to be essential for any adequate constructionof scientific theories. The paper then distinguishes between three views, the rationalist, the empiricist, and the systemic processing of scientific facts; the last-named view operating under the guidance of certain leading maxims and principles. Finally, the paper formulates a triadic type of methodology whose three components mirror the three views just mentioned: the probative, the explicative and the systemic components; which in turn are then shown to generate three corresponding ontologies. 相似文献
10.
Bernard Parzysz 《Educational Studies in Mathematics》1988,19(1):79-92
There is necessarily a loss of information when moving from a geometrical object to its drawing, but pupils (even sixth graders) frequently have the illusion that they can, thanks to a drawing sufficiently sophisticated and close to the object, make a representation of it in which there is no ambiguity at all.Similarly, when reading a drawing, they tend to regard the properties of the drawing as properties of the object itself. To illustrate this knowing vs seeing conflict, two examples, studied in three French sixth classes, are given: one of coding, the other of decoding a drawing. They show clearly that it is necessary, at high school level, to make the rules for drawing space geometrical figures explicit, these rules being not the concern of more or less hazy conventions, but of projective geometrical properties. 相似文献
11.
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
12.
A. G. Howson 《Educational Studies in Mathematics》1980,11(3):285-299
A recent book by Frank Swetz and others has postulated the existence of the phenomenon socialist mathematics education. In this paper we consider critically Swet's arguments and assertions and suggest an alternative methodology whereby one might attempt to describe socialist mathematics education. 相似文献
13.
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
14.
Lesley R. Booth 《Educational Studies in Mathematics》1981,12(1):29-41
An earlier research project, the Concepts in Secondary Mathematics and Science (Mathematics) project, identified both a hierarchy of levels of understanding in different areas of secondary mathematics, and a number of particular errors which were made by significant proportions of the children tested. Preliminary consideration of these errors and the strategies which appear to have given rise to them suggests that the use of informal naive methods which are limited in their applicability is widespread even at fourth-year level. The suggestion is made that there may be two systems of mathematics coexisting in the secondary school classroom: the formal taught system, and a system of child-methods which are based upon a counting, adding-on or building-up approach, and by which children attempt to solve mathematical problems within a human-sense framework. The difficulties which some children appear to experience in mathematics is suggested to be due in part to these children's non-initiation into the formal taught system. The implication of such a view for teaching and research are indicated. 相似文献
15.
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
16.
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
17.
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
18.
M. A. Clements 《Educational Studies in Mathematics》1980,11(1):1-21
Methods developed by Newman and Casey for analyzing errors made by children attempting verbal arithmetic problems are described, with particular emphasis being given to Newman's hierarchy of error causes. Data obtained by Newman, Casey, and Clements are presented. These show that a large proportion of errors made by children in grades 5–7 in Victoria on verbal arithmetic problems are in the Newman categories Comprehension, Transformation, Process Skills, and Carelessness. 相似文献
19.
Research conducted in several countries has shown consistent patterns of performance on change, combine and compare word problems involving addition and subtraction. This paper interprets these findings within a theoretical framework that emphasizes the development of empirical, logical and mathematical knowledge. 相似文献
20.
Karl Heinz Gruber 《Higher Education》1991,21(4):607-619
Despite significant expansion in participation over the last three decades, Austrian higher education has been slow to change either its elitist self-concept or structure. But, as is the case elsewhere, the Austrian academic community is beginning to be confronted with such concepts as efficiency, strategic planning, deregulation, and performance evaluation. Inadequate admission policies, extreme overcrowding, and high dropout rates are but three factors placing pressure on Austrian higher education to reform. The system is not only in need of increased budget allocations, but also requires new policies to guide it into the 21st Century. 相似文献