Democratic participation in rural Tanzania and Zambia: The impact of civic education
By Satu Riutta. First Forum Press, Boulder/London 2009, 225?pp. ISBN 978-1-935049-14-2 (hbk)     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,33(4):751-753

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Diffraction: Onto-Epistemology,Quantum Physics and the Critical Humanities     

Birgit Mara Kaiser  Kathrin Thiele 《Parallax》2014,20(3):165-167

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Porcelain mounted: Baroque East-Asian interior decoration at Schönbrunn Palace,Vienna, Austria     

Birgit Müllauer  Gabriela Krist  Elfriede Iby  Manfred Trummer  Tatjana Bayerova 《文物保护研究》2014,59(5):S256-S257

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Ethical Boundaries among Freelance Journalists*     

Birgit Røe Mathisen 《Journalism Practice》2019,13(8):1008-1012

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External peer review of assessment: an effective approach to verifying standards?     

Sue Bloxham  Jane Hudson  Birgit den Outer  Margaret Price 《高等教育研究与发展》2015,34(6):1069-1082

There is growing international concern to regulate and assure standards in higher education. External peer review of assessment, often called external examining, is a well-established approach to assuring standards. Australian higher education is one of several systems without a history of external examining for undergraduate programmes that is currently considering the approach. What can entrants to external examining at that level learn from the UK higher education system's long history of external examining? To that end, this paper reports on a mixed methods research project designed to investigate current practices in how academic standards are conceived, constructed and applied by external examiners and debates the implications of the findings for the development of external examining in other countries. The findings suggest that the potential of experienced peers in a subject discipline to provide the assurance of standards is limited. It concludes by presenting various possible enhancements that might be considered.  相似文献   

Languages of instruction and the question of education quality in Africa: a post-2015 challenge and the work of CASAS     

Birgit Brock-Utne 《Compare》2014,44(4):676-680

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Education in South-East Asia
By Colin Brock and Lorraine Pe Symaco (eds). Oxford: Symposium Books, 2011, 348?pp. Oxford Studies in Comparative Education series. ISBN 978-1-873927-56-4 (pbk)     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,5(1):581-583

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Introduction: Education for Reconciliation and Conflict Resolution     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(2-3):145-156

International Review of Education -  相似文献   

Research in online and blended learning in the business disciplines: Key findings and possible future directions     

J.B. Arbaugh  Michael R. Godfrey  Marianne Johnson  Birgit Leisen Pollack  Bruce Niendorf  William Wresch 《The Internet and Higher Education》2009,12(2):71-87

In this literature review, we examine and assess the state of research of online and blended learning in the business disciplines with the intent of assessing the state of the field and identifying opportunities for meaningful future research. We review research from business disciplines such as Accounting, Economics, Finance, Information Systems (IS), Management, Marketing, and Operations/Supply Chain Management. We found that the volume and quality of research in online and blended business education has increased dramatically during the past decade. However, the rate of progress is somewhat uneven across disciplines. IS, Management, and multi-disciplinary studies have the highest volumes of research activity, with markedly less activity in Finance and Economics. Furthermore, scholars of online and blended business education predominantly publish in learning and education journals of the business disciplines rather than also publishing in journals that focus on technology-mediated learning, thereby missing an opportunity to inform scholars in other disciplines about their work. The most common research streams across disciplines were outcome comparison studies with classroom-based learning and studies examining potential predictors of course outcomes. Results from the comparison studies suggest generally that online courses are at least comparable to classroom-based courses in achieving desired learning outcomes, while there is divergence in findings of comparisons of other course aspects. Collectively, the range of untested conceptual frameworks, the lack of discipline-specific theories, and the relative absence of a critical mass of researchers focused on the topic suggest ample opportunities for business scholars seeking to enter this research community.  相似文献   

Developing a deeper understanding of <Emphasis Type="Italic">mathematics teaching expertise</Emphasis>: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise     

Birgit Pepin  Binyan Xu  Luc Trouche  Chongyang Wang 《Educational Studies in Mathematics》2017,94(3):257-274

In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics “expert” teachers. Exploiting the Western and Eastern literature we examine the notion of “mathematics teaching expertise”, as it is perceived in the East and the West. The data consist of two rounds of in-depth interviews, observations and teachers’ representations of their resource systems, where teachers describe their resources connected to their practice, their perceptions of mathematics teaching expertise, and how to develop it. Subsequently, the data are analyzed with respect to the different facets of the notion of teaching expertise and related to the teachers’ views and practices, in order to deepen our understandings of what proficiency in mathematics teaching might mean and how to develop it, seen through the lens of ‘resources’. The significance of the study relates to the enhancement of mathematics teachers’ expertise and capacity building when working in collectives (e.g., in teacher professional development), in order to develop a strong workforce for supporting and helping to improve pupil learning.  相似文献