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21.
Luce C. A. Claessens Jan van Tartwijk Anna C. van der Want Helena J. M. Pennings Nico Verloop Perry J. den Brok 《The Journal of educational research》2017,110(5):478-493
The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed. 相似文献
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Rossella Cappetta Author Vitae Paola Cillo Author Vitae Anna Ponti Author Vitae 《Research Policy》2006,35(9):1273-1290
In this paper we propose and test an evolutionary model of stylistic innovation, that is the change in the aesthetic and symbolic elements of products and services. Style is an increasingly relevant phenomenon in many industries and our goal is to develop a model of how styles get introduced and adopted. We build on existent literature on technological change to frame the dynamics of how style changes across time. In the model we propose, companies face periods of ferment with relevant stylistic variations and periods of convergence on a single trend—that is the stylistic convergent design versus the technologic dominant design. We identify the drivers of convergence in stylistic innovation. We test the model with a longitudinal empirical study (1984-2002) in the fine fashion industry, explaining the main differences between a stylistic and a technological evolutionary model. 相似文献
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Anna Keune Kylie Peppler 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):280-293
Celebrating hands-on making and technological inventiveness, the Maker Movement promotes the popularity of new makerspaces: learning environments filled with diverse materials for youth’s creative projects. Described as “constructionist learning environments,” makerspaces can be challenging to design because materials require substantial budgetary investments. Because the practical demands of space and cost often dominate decisions concerning a new makerspace, less attention is paid to how the choice of materials inadvertently limits who uses the space, how learning happens, or how materials in a space will interact and intra-act over time. Building on theories of constructionism and relational materialism to analyze and theorize learning in makerspaces, we take a case-based approach to illustrate the co-development of 3D printing materials, youth and educational programs at an out-of-school makerspace. In the process, we demonstrate the need to rethink the role of materials in human development and educational design. We introduce the concept of materials-to-develop-with to explain how objects can be internalized and drive the development of spaces, people and learning opportunities. 相似文献
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Yvonne Robinson Anna Paraskevopoulou Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area. 相似文献
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Tammeorg Priit Mykkänen Anna Rantamäki Tomi Lakkala Minna Muukkonen Hanni 《Research in Science Education》2019,49(3):809-828
Research in Science Education - Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life... 相似文献
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Anna Skrzek 《Educational gerontology》2013,39(12):867-876
The aim of the paper was to evaluate changes in muscle force-velocity parameters (F-v) in elderly women subjected to physical exercise. The examinations encompassed 20 women, aged 62–71, who were students at the University of the Third Age in Wroc?aw. The evaluation of flexors and extensors of the knee joint, as well as flexors and extensors of the spine within the lumbar part, was performed under isokinetic conditions. The assessment was conducted three times: first, a preliminary evaluation; second, after four months of rehabilitation, which included march training and systemic exercises; third, was performed after another 12 months, during which the patients were subjected to various forms of individually selected physical activity. The examinations of muscles affecting the knee joint revealed that the results achieved in the second measurement, performed with load of 60°/s, revealed higher values than in the first examination and were similar or higher in the third examination. With a load of 180°/s, values achieved in the second measurement were higher than results from the first measurement and were mostly lower than registered in the measurement. The highest values of parameters F-v for flexors and extensors of the lumbar part of the spine were registered in third examination. The results were about 20% higher than achieved within measurements 1 and 2. The increase and maintenance of muscular fitness in elderly women is possible only if a load applied exceeds threshold values and is applied for a long time. 相似文献