Performance indicators for research and cultural creation activities in polytechnic higher education institutions: a consensus building approach     

Biscaia  Ricardo  Melo  Ana I.  Machado  Isabel  Figueiredo  Hugo  Rosa  Maria João  Rocha  Paula 《Tertiary Education and Management》2020,26(3):281-294

Tertiary Education and Management - This article presents a set of performance indicators based on the Portuguese case for managing the performance of research and cultural creation activities and...  相似文献   

The dimensions of mathematical giftedness     

Éamonn Ó Chriagáin 《Irish Educational Studies》2013,32(1):149-165

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Applying the ECTS System to the Childhood Education Teaching Degree in Andalusia     

ROSARIO MÉRIDA SERRANO  JULIA ANGULO ROMERO  CARMEN GIL DEL PINO 《European Journal of Education》2008,43(4):527-543

This article presents the research conducted as part of a Pilot Experiment regarding the application of the ECTS to the Childhood Education Teaching Degree taught at the University of Cordoba (Spain). It analyses the Experiment, which was carried out in the Education Faculty over the course of three academic years (2004/05, 2005/06 and 2006/07). The research questions were: (1) How much do the students taking part in the Pilot Experiment know about the different competences? (2) How much time do the students need to prepare each subject? and (3) What are the methodological skills used by lecturers as a means of improving autonomous learning? Several tools were used: Initial Student Assessment for the ECTS Pilot Experiment in Childhood Education, and three Likert Scales: a) Competence Assessment Scale for UCO's Childhood Education Teaching Degree, b) Competence Achievement Assessment Scale for UCO's Childhood Education Teaching Degree, c) Assessment Scale for Subject Methodology in relation to the Application of ECTS and the organisation of Focus Groups. The most important conclusions were: (1) The specific professional competences established in the educational profile of this degree course are very highly rated by the students; (2) According to the students, the workload for certain subjects, in terms of the number of hours devoted to them, is excessively high and not proportional to the number of credits they account for, and (3) There has been an acceptable level of exchange among teaching staff regarding the instruments and methodological strategies used to promote students' autonomous work.  相似文献   

Knowledge creation for science and technology in academic laboratories: a pilot study     

Quamrul?HasanEmail author  Marcelo?Machado  Masatoshi?Tsukamoto  Katsuhiro?Umemoto 《知识管理研究与实践》2006,4(2):162-169

In the last decade, there has been increasing pressure on academic laboratories to produce practical results. The last 10 years also have seen a growing interest in knowledge management, a management discipline believed to enhance organizations’ innovative capability by the sharing and creation of knowledge. While most knowledge management cases refer to the business setting, we believe that the introduction of these practices can also enhance knowledge creation and knowledge sharing within and among research units. This paper focuses on a pilot study being conducted at a Japanese public graduate university – JAIST – under a Center of Excellence (COE) program that was established to bring the performance of research laboratories up to a world class level in productivity by applying the theories and tools of knowledge science. This study is a cooperative effort between the School of Knowledge Science, doing research on knowledge management and systems, and two research laboratories in the School of Materials Science, doing basic and applied research on materials science. The goal of this project is to enhance materials science students’ capabilities so that they become successful creators of new scientific knowledge. A group of seven graduate research students volunteered for the study. As one of the first steps, we introduced a formal and periodic written reporting system that motivates students to think strategically about their experiments, helps them to improve their communications skills, and enables students to self-evaluate their skills and supervisors to evaluate the students’ skills as well as monitor their progress and developments in a formalized way. Since the project is relatively new, these preliminary results are associated with a generalized awareness and participation of the students in the project. However, we are expecting to obtain more concrete results, that is, quantifiable improvements in scientific production, in the near future.  相似文献   

The Accelerating Roles of Higher Education in Regions through the European Lifelong Learning Initiative     

BALÁZS NÉMETH 《European Journal of Education》2010,45(3):451-465

This article assesses the network development and promotion of the learning region model in HEIs in the framework of the European Higher Education Area (EHEA), focusing on quality, partnership and social equality in the Hungarian context. It argues that the learning city-region model can be used and put into practice in many different ways for a new learning climate to occur, as in the case of the Pécs Learning City-Region Forum. However, there are parallel ways to implement the model for HEIs. The first is a purely economically centred one for those HEIs that reflect a reformed social identity to serve mainly employability, economic productivity and innovation through education and research in post socialist countries. The second is more holistic, reflecting not only education and research, but also making use of innovation based on economic and social partnership and networking in local, regional, national and international contexts. The article elaborates on the opportunities for this model as one into which Hungarian HEIs may develop.  相似文献   

Organisation and Efficiency of Education Systems: Some empirical findings     

GÉRARD LASSIBILLE  LUCÍ NAVARRO GÓMEZ 《比较教育学》2000,36(1):7-19

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Truth in numbers? Emancipation,race, and federal census statistics in the debates over Black mental health in the United States, 1840–1900     

Élodie Grossi 《Endeavour》2021,45(1-2):100766

To the keen observer of American political and medical history, a disturbing set of debates surrounded the sanity of free Black residents of the United States of America after the publication of the controversial 1840 census returns on race and insanity. This article analyzes how the census became a battlefield where physicians and other commentators fought over—and thus shaped—various political meanings of Black insanity before and after the American Civil War, up until the 1890s, as the South underwent a massive political and social transformation, from slavery to emancipation. It also highlights the arguments raised by authors such as James McCune Smith and Ramón de la Sagra who attempted to disprove the returns shortly after their publication, and whose arguments contributed to efforts to combat scientific racism.  相似文献   

青少年乒乓运动员的焦虑和运动成绩关系     

Cristina Akiko Iizuka　Welber Marinovic　Afonso Antonio Machado　Luiz Henrique Porto Vilani 《体育科研》2005,26(3):73-75

多维焦虑理论认为认知和躯体焦虑对运动成绩会产生不同的影响.根据这个理论,运动员在赛前具有较高的认知焦虑水平或躯体焦虑水平出现极端值(过高或过低)或自信心较低时,他们将取得较差的运动成绩.先前的研究还认为焦虑与运动成绩间的关系还取决于所要完成动作的特点.不同的运动技能有各自最佳的焦虑水平.总的来说,焦虑水平较高有利于完成体力消耗较大的运动项目.而焦虑水平较低时,则有利于完成精确类项目.就乒乓球项目而言,它既需要体力又需要精确性,因此,本研究调查分析了乒乓球运动员赛前焦虑水平与运动成绩间的关系.研究对象3 6名青少年乒乓球运动员,男、女运动员各1 8名,平均年龄为12.28±0.74岁.研究方法采用运动竞赛状态焦虑量表(CSAI-2C).让运动员在参加地区赛第一场比赛的赛前30分填写问卷.研究结果认知状态焦虑水平不能用来预测运动员的成绩.获胜运动员和失利运动员赛前的躯体状态焦虑和自信心没有差异.这表明本研究没有支持多维焦虑理论的假设,或许是乒乓球运动的特点和运动员的个体差异比运动员的焦虑水平对运动成绩的影响更大.因此,如果运动员的个人特点与他们的技术风格相适应,不同焦虑水平的运动员都可能取得好成绩.  相似文献   

On the importance of the relationship to knowledge in science education     

Morin  Émilie 《Cultural Studies of Science Education》2019,14(3):621-625

Cultural Studies of Science Education - This forum paper is a reflection about the paper written by Valérie Frède and illustrates how it influences my work as a Ph.D. student in...  相似文献   

Resistances to global educational prescriptions in the Global South: theoretical considerations through Michel Foucault’s lenses     

Jean-Émile Charlier 《British Journal of Sociology of Education》2018,39(3):348-364

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