排序方式： 共有45条查询结果，搜索用时 15 毫秒
21.
22.
Eric E. Hall Helen Walkington Jenny Olin Shanahan Elizabeth Ackley Kearsley A. Stewart 《International Journal for Academic Development》2018,23(1):15-27
AbstractThis study examines how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and the factors that motivate engagement as UR mentors. Twenty-four award-winning UR mentors in four countries were interviewed about their mentoring practices. Six themes emerged: (1) Academic Identity and Motivations; (2) Challenges to Academic Identity and Career Development; (3) Enhanced Research Productivity; (4) Recognition and Reward; (5) Institution Values Commitment and (6) Developing Other Mentors. The authors discuss these themes and how the findings can be utilized for academic development and identity formation for faculty. 相似文献
23.
This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development. 相似文献
24.
Anette Johansson Ulla Svantesson Jörgen Tannerstedt Marie Alricsson 《Journal of sports sciences》2016,34(10):951-958
Few studies have investigated the incidence of injuries in kayakers. The aim was to study the prevalence of shoulder pain in competitive flatwater kayakers and to evaluate any differences in range of motion or scapula stability of the shoulder joint among kayakers with or without the history of shoulder pain. Thirty-one kayakers were participated in the study, and a questionnaire including background data was used. Shoulder range of motion was measured with a goniometer, and the participants were observed for scapula dyskinesis in flexion and abduction. Of the participating kayakers, 54.8% (n = 17) had experienced shoulder pain. Kayakers who had experienced shoulder pain showed a significantly lower degree of internal rotational range of motion versus kayakers with no reported shoulder pain, with a mean degree of internal rotation in the right shoulder 49.3 vs 60.0 (P = 0.017) and the left shoulder 51.9 vs 66.0 (P = 0.000). Kayakers who had experienced shoulder pain were also observed with a scapular dyskinesis (n = 15 of 17 kayakers) to a significantly higher degree (P = 0.001) than kayakers with no reported shoulder pain. Findings suggest that screening for scapular dyskinesis and testing for rotational range of motion in the shoulder joint is essential in order to treat and maybe prevent shoulder pain in kayakers. 相似文献
25.
Although taste memory has been extensively studied within the context of long-delay taste aversion learning, little attention has been devoted to taste memory within more traditional memory designs, for example, simple delayed discriminations. This was examined in the present experiment. Specifically, following taste discrimination training during which responding was reinforced following exposure to only one of two tastes, delays were imposed between sampling of the initial taste and the opportunity to respond. On the average, subjects were able to perform the simple delayed taste discrimination with an accuracy of 80% or better at a delay of 45 sec. Discrimination performance returned to chance at an average delay of 58 sec. Taste memory within the simple delayed discrimination paradigm is discussed and compared with other assessments of short-term memory in the rat and other species. 相似文献
26.
Anette Kolmos Camilla Rump Ingemar Ingemarsson Auguste Laloux Ole Vinther 《European Journal of Engineering Education》2001,26(4):329-342
This article describes a number of staff development organizations, along with their strategies and experiences. The organization of staff development varies greatly and is dependent on the interaction between the formal requirements of the university teaching qualifications, the institutions themselves and their course culture, the size and organization of the teaching units, and the institutions' management strategies and teaching methods. Based on examples from Denmark, Sweden and Belgium, the advantages and disadvantages of a number of these strategies are analysed in order to provide inspiration for future implementation of the various methods. 相似文献
27.
Anette Sandberg Stig Broström Inge Johansson Thorleif Frøkjær Christa Kieferle Anja Seifert Angela Roth Maire Tuul Aino Ugaste Meeli Laan 《Early Childhood Education Journal》2017,45(1):71-81
This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning. 相似文献
28.
This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive–design–implement–operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other's experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education. 相似文献
29.
Nehez Jaana Blossing Ulf Gyllander Torkildsen Lisbeth Lander Rolf Olin Anette 《Journal of Educational Change》2022,23(3):315-341
Journal of Educational Change - This article deepens the knowledge of middle leaders’ impact on school improvement and organisation development. More precisely, it focuses on how middle... 相似文献
30.
This article examines issues related to the reading and teaching of faction literature in school. Faction is defined not only as a literary genre but also as a form of reading applied to the reader. The article discusses young people's encounters with novels ‘based on a true story’ as well as the challenges this means for literature instruction. We also analyse the relationship between teachers' approach to faction literature in the classroom and syllabus formulations regarding appreciative forms of reading. The empirical material mainly consists of instances of teaching in the subject of Swedish from three upper secondary school classrooms. Our analysis suggests three areas in which the students' reading of faction becomes complicated in the way that the text's factual accuracy is often taken for granted. To meet these challenges a reflective literature instruction is required. We also demonstrate that the idea of literature mainly as a source of knowledge of life is strongly advocated in the syllabus. 相似文献