Resources     

Gretchen H. Neill 《TechTrends》2003,47(5):50-50

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‘A strategy of distinction’ unfolds: unsettling the undergraduate outbound mobility experience     

Ravinder Sidhu  Gloria Dall’Alba 《British Journal of Sociology of Education》2017,38(4):468-484

Although short-term mobility programmes are increasingly promoted to university students as sources of competitive advantage, there is little research on academic learnings arising from these initiatives. A ‘field analysis’ of outbound mobility is undertaken to identify convergences and disjunctures between institutional discourses, staff perceptions and student experiences at one Australian university where outbound mobility is actively promoted as a ‘strategy of distinction’. Self-reported ‘personal transformations’ commonly associated with the mobility experience are interrogated in favour of alternative constructions of self–other relationships. An argument is made for greater institutional effort to enable students to make critical connections with ‘other-ness’ both in and out of place.  相似文献   

Getting started: exploring pre-service teachers’ confidence and knowledge of culturally responsive pedagogy in teaching mathematics and science     

Lisa O’Keeffe  Samuel Osborne 《Asia-Pacific Journal of Teacher Education》2019,47(2):152-175

Recent changes to the Australian Curriculum reinforce the need for all educators to value the cultures and perspectives of Aboriginal and Torres Strait Islander students. The disproportionately high levels of educational disadvantage experienced by many of these students has prompted the Australian Institute for Teaching and School Leadership to introduce two teacher standards aimed at improving awareness of Aboriginal and Torres Strait Islander cultures and histories, and enactment of pedagogies that support Aboriginal and Torres Strait Islander student learning. We describe a pilot study focussed on one cohort of final year mathematics and science primary/middle pre-service teachers (PSTs) as they navigate these standards. We explore PSTs’ self-reported knowledge and confidence before and after targeted interventions designed to cultivate cultural responsiveness. Although the findings suggest an increase in PSTs’ perceived confidence, further work is needed towards what could be considered culturally responsive pedagogies for early career mathematics and science teachers.  相似文献   

The effects of calibration amongst management students in higher education     

O. E. Okeke-Uzodike  Pepukayi Chitakunye 《Africa Education Review》2016,13(1):182-193

This study contributes to the on-going discourse on calibration among University students. The study examines the understanding of student self-reflectivity in relation to class written tests and assignments, and of the fact that students’ expected results rarely match the actual results. A quantitative research approach was adopted to collect data from third-year and honours management students at a university in South Africa. The sample population for the class test was 105 out of 205 students, while the sample population for the assignment was 71 out of 205 students. The method applied involved asking students to forecast their result before and after the class test or the assignment. The evaluation process involved a comparison of students’ expected results and the actual performance in both cases. The findings reveal that students’ perception and understanding of the questions in the class test and the assignment contribute immensely to their individual performance. A limitation on this study is that data were collected from students within the management discipline only. Insights from this study can be used to develop assessment methods that are in sync with changes in the present-day education environment. The study contributes to an understanding of curriculum development within the context of challenges facing the educational system in South Africa.  相似文献   

Assessment of integration method for displacement determination using field accelerometer and geophone data     

F. Lamas-Lopez  Y. J. Cui  S. Costa D’Aguiar  N. Calon 《浙江大学学报(A卷英文版)》2017,18(7):553-566

A conventional French railway track was instrumented with accelerometers and geophones at three depths: sleeper (surface), interlayer (ITL, z=?0.93 m), and transition layer (TL, z=?1.20 m). A linear variable differential transformer (LVDT) was also used to monitor the displacement at the sleeper level. The recorded data allow the integration method (double for accelerometer and simple for geophone) for displacement determination to be assessed. Several questions need to be addressed prior to the selection of an adequate monitoring system: definition of signal filtering processes, influence on results of the different loading wavelengths, repeatability of measurements, train speed and axle load impact and their ranges of validity for each sensor. It was found that the main frequencies that caused more than 95% of the displacement of the monitored materials are in the low frequency range: <25 Hz for trains running up to 200 km/h. For an intercity train, the low frequencies are normally excited by long wavelengths, for instance, those corresponding to the 1/2 coach distance (λ=13.20 m), the bogies distance (λ=6.3 m), and the axle distance (λ=2.8 m). Comparison between the displacements deduced from the records of accelerometer and geophone and obtained from the records of LVDT shows quite consistent results; the mean displacement amplitudes obtained from accelerometers differ by only 20% from the LVDT records. The train speed does not have a strong effect on the obtained differences between sensors. The embedded sensors also gave consistent displacement results for each analysed depth. Moreover, the displacement amplitudes caused by different axle loads (locomotive or passenger coach) are distinguishable for all sensors at all depths. This validates the integration method used for the displacement determination.  相似文献   

Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction     

Dan O’Sullivan  Paul F. Conway 《Irish Educational Studies》2016,35(4):403-420

Framed within the burgeoning policy and research literature on teacher induction internationally, this paper focuses on the mentoring and probationary-related experiences of nine newly qualified primary teachers in the Republic of Ireland, during the course of their initial year of workplace practice, post-graduation. Gleaning newly qualified teachers’ (NQTs’) perspectives on these matters is opportune, as the Teaching Council’s new model of induction entitled Droichead (bridge in Irish) is envisaged to become the sole induction and probation route for all NQTs. Transacted during the 2010/2011 school year, when the induction and probationary arrangements in place were those that the Droichead initiative is intended to replace, a three-cycle, individual interview design facilitated continuing contact with each NQT. Selected, representative interview data are utilised to illustrate the dynamics of NQTs’ experiences of mentoring and probationary-related processes. Empirically based findings establish, firstly, beginner complicity in the transaction of narrowly conceived mentoring support; secondly, enamorment of the reifications of initial teacher education-phase teaching practice when negotiating probationary processes; thirdly, the valuing of techniques that respond to immediate, probationary-related requirements over more complex forms of practice; and fourthly, the inevitable and essential interconnectedness of mentoring and probationary processes. The paper concludes with implications for the design and implementation of induction programmes.  相似文献   

Methods that matter in addressing cultural diversity with teacher candidates     

Emmanuel O. Acquah  Nancy L. Commins 《Teaching in Higher Education》2017,22(5):501-518

Drawing on a combination of prior experience, theoretical stance, and intuition, along with pedagogical practices identified to be effective in addressing diversity with teacher candidates, a model for teaching multicultural education to teacher candidates was designed. This study examined how particular elements of this model were effective in developing teacher candidate’s cultural competence. The results indicate that teacher candidates gained substantial knowledge about and experiences with issues of diversity by the end of the course. Participants pointed to the multiple methods employed in the class; in particular the interactive strategies, group work, diverse cultural experiences, and opportunities to critically reflect on these experiences as accounting for their gains. Their sense of ownership and understanding has given them the ability to use these strategies in their own future work. Implications for research and teacher education are discussed.  相似文献   

Principles and pragmatism in private higher education: examples from Britain and Germany     

Rosalind M. O. Pritchard 《Higher Education》1992,24(2):247-273

The origins, ethos, academic organisation and funding basis of the first private universities in Germany and Britain are described and compared. The role of these universities within their respective national systems is discussed, and the paper concludes with general comments about the value of nonstate institutions of higher education.  相似文献   

A Comparison of Reader Strategies on Two Versions of A Newspaper Editorial     

Timothy O. Oyetunde  Joanne J. Umolu 《Literacy》1989,23(3):184-195

Reading is seen as a communication process, a meaningful interaction between the reader and his reading text. A number of factors are known to affect this interaction. One prominent factor is the type of text being read. That is, reader strategies may vary in relation to text characteristics. This study used miscue analysis to find out patterns of reader strategies on two types of texts: a syntactically complex and high vocabulary loaded text and a syntactically simple and low vocabulary loaded text. To this end, cloze tests of passages derived from two versions of a newspaper editorial completed by twenty undergraduate education students from the University of Jos were analysed. The results indicated that the readers of the difficult text had less access to semantic and syntactic cues than the readers of the simplified text. Readers for whom the difficult text was on frustration level made less use of context than did readers for whom the same text was on instructional level. There was very little difference in quality of miscues by readers of the simplified text reading on independent level as compared with those reading the same text on instructional level. Readers who performed on instructional level on the difficult passage used similar reading strategies to those who performed on instructional level on the simplified passage. The implications of the findings for reading instruction were discussed.  相似文献   

Evaluation of the dust and methanol extracts of Garcinia kolae for the control of Callosobruchus maculatus (F.) and Sitophilus zeamais (Mots)     

Ogunleye R. F.  Adefemi S. O. 《Journal of Zhejiang University. Science. B》2007,8(12):912-916

Insecticidal effects of different doses of the dust and methanol extracts of Garcinia kolae on Collosobruchus maculatus and Sitophilus zeamais were tested. The dust had no significant effect on the two insects; none of them died even at 3 d after treatment. The methanol extracts, however, had rapid lethal effects on both C. maculatus and S. zeamais. The mortality of C. maculatus by the lowest concentration of methanol extracts ranged from 95%∼100% whereas in S. zeamais, the mortality ranged from 87.5%∼100% and 70%∼100% in concentrations of 1 g extract+3 ml methanol and 1 g extract+5 ml methanol, respectively, from 24 to 48 h. The least concentration of 1 g extract+15 ml methanol had no significant lethal effect on Sitophilus zeamais.   相似文献