International approaches to the definition,philosophical tenets,and core elements of physical literacy: A scoping review     

Martins  João  Onofre  Marcos  Mota  João  Murphy  Chris  Repond  Rose-Marie  Vost  Helen  Cremosini  Bruno  Svrdlim  Andjelko  Markovic  Mojca  Dudley  Dean 《Prospects》2021,50(1-2):13-30

PROSPECTS - This paper addresses the inadequate understanding of the concept of physical literacy (PL), often originating from complex terminology and philosophical language used in the current...  相似文献   

“Feeling like a Scientist”: Factors Affecting Students’ Selections of Technology Tools in the Science Classroom     

Cairns  Dean  Dickson  Martina  McMinn  Melissa 《Journal of Science Education and Technology》2021,30(6):766-776

Journal of Science Education and Technology - This research looked at the choices that children make in the classroom when offered manual and technological options to measure scientific variables....  相似文献   

Toward the Development of an Interdisciplinary Information Assurance Curriculum: Knowledge Domains and Skill Sets Required of Information Assurance Professionals*     

Casey G. Cegielski 《Decision Sciences Journal of Innovative Education》2008,6(1):29-49

Since the ratification of the Sarbanes‐Oxley Act of 2002, both publicly traded companies and their respective financial statement auditors have struggled to comply with the requirements of the legislation. Utilizing three individual Delphi studies, separately, I surveyed partners, managers, and staff associates in the United States from each of the “Big 4” international accounting firms to ascertain from each respective group what knowledge domains and technical skills are most important in the practice of Sarbanes‐Oxley–related information assurance compliance. Analysis of the data collected provided the basis for the development and subsequent implementation of a new interdisciplinary business curriculum in information assurance.  相似文献   

Paul F-Brandwein 2004 Lecture: Regarding the Ecology of Science Education: Connections to Environmental and Distance Education     

Sheila K. Bennett  Dean B. Bennett 《Journal of Science Education and Technology》2004,13(2):137-146

Paul F-Brandwein was a visionary who looked at education broadly. He left us with an insightful view of the ecology of education in which he identified three ecological systems: school–family–community, postsecondary, and cultural. The first part of this lecture, by Dean B. Bennett, examines Brandwein's ideas related to environmental education and explores the relationship of environmental education with science teaching in the K-12 school–family–community ecosystem. Focusing particularly on the middle-secondary level, evidence suggests that the goals of environmental education, since their emergence in the late 1960s, are today strongly evident in science curricula, instructional resources, educational assessment, and teacher education. But the author points out that more must be done and provides some fundamental suggestions. The second part of the lecture, by Sheila K. Bennett, examines the role of distance education in the teaching of science in the postsecondary ecosystem and addresses its value as a viable tool in promoting scientific literacy. The lecture focuses on a successful statewide, interdisciplinary laboratory science course delivered by interactive television, the Internet, and computer network. Now in its ninth year, the course reflects Brandwein's thinking about effective classroom teaching and is based on national standards for scientific literacy.  相似文献   

Examining Drivers of Course Performance: An Exploratory Examination of an Introductory CIS Applications Course     

Rhonda A. Syler  Casey G. Cegielski  Sharon L. Oswald  R. Kelly Rainer  Jr. 《Decision Sciences Journal of Innovative Education》2006,4(1):51-65

The accelerating diffusion of broadband Internet access provides many opportunities for the development of pedagogically robust Web‐based instruction (WBI). While the supporting technology infrastructure of broadband disseminates, the attention of academic researchers focuses upon issues such as the drivers of student usage of WBI. Specifically, the research presented herein examined the impact of WBI on a student's aggregate course performance. We hypothesized that learning independence (LI) is a determinate factor in a student's use of WBI. In this study, we employed structural equation modeling techniques to examine the data and assess the direct and indirect effects of LI on WBI usage. The subjects, students in an introductory Computer Information Systems applications course, used a Web‐based tutorial program for skills instruction. The findings of this study suggest that WBI usage has a significant impact on a student's course performance. Despite its plausibility, the effect of LI on WBI usage was not significant. However, we did conclude that two of the second order factors of the LI construct have a direct effect on a student's performance in the course.  相似文献   

教育学学科问题的可能性解释   总被引：6，自引：0，他引：6  

Ding Gang  Dean  professor  doctoral supervisor at the School of Education Science  East China Normal University 《教育研究》2008,(2)

教育学是研究和实践如何培养人的学科,教育学想要履行教育学科本身的理论和实践使命,就必然跨越学科之间的疆界,同时需要建立教育学的立场。教育学自身理论领域的界限来自于其所要研究和培养的对象,集中体现了个人与公共之间的关系。教育学要把不同的学习个体的发展作为首要研究任务。教育学研究建立在每个个体发展的基础之上,存在于对社会与文化情境的理解之中;理论概念与经验研究相结合是教育学研究范式的内在机制;教育作为实践精神是理想和现实的统一体。由此,教育学成为一种把握世界的特殊方式。  相似文献   

教育公平的原则及其政策含义   总被引：26，自引：0，他引：26  

Chu Hongqi  Dean  professor  tutor of doctoral candidates at the College of Educational Administration  Beijing Normal University  and Director of National Training Center for Primary School Principals  Ministry of Education 《教育研究》2008,(1)

教育公平包含教育资源配置的三种合理性原则,即平等原则、差异原则和补偿原则。教育资源配置的平等原则包括受教育权平等和教育机会平等两个方面,该原则强调教育起点平等和教育过程平等。教育资源配置的差异原则,是指根据受教育者个人存在的禀赋、兴趣和能力差异,差异性地配置教育资源,以满足其个性充分发展的需要。教育资源配置的补偿原则关注受教育者的社会经济地位的差距,并对社会经济地位处境不利的受教育者在教育资源配置上予以补偿。  相似文献   

学校发展规划的制定、实施与评价   总被引：1，自引：0，他引：1  

Xie Limin  Dean  professor  doctoral supervisor of Disciplinary Educational Research Institute  Shanghai Normal University 《教育研究》2008,(2)

学校发展规划制定的目的是科学定位学校发展目标,提炼和形成学校办学特色,建设和形成学校文化。学校发展规划制定的基本框架包括:分析学校办学传统与现状,明确学校发展的共同愿景,突出学校发展规划的重点,保障学校发展规划的实施。学校发展规划的实施与评价应注重学校规划目标实施的达成度,学校在实施规划中的创新与发展,学校在发展过程中对社会的影响和经验辐射情况,学校下一阶段可持续发展的新规划的制定。  相似文献   

教育研究:走向复杂   总被引：2，自引：0，他引：2  

Cheng Guangwen  Dean  associate professor  Ph.D. at the Center for Higher Education Research  Evaluation  Quanzhou Normal College  and post doctoraal researcher at post-doctoral research center of Southwest University 《教育研究》2008,(7)

教育研究通常有两种研究范式,分别称之为实证范式和理解范式。从存在哲学认识论角度看,两种范式的认识逻辑分别是"是"—"是者"与"在"—"在者"。然而,它们在"语言界限"和"逻辑界限"上都表现出了颠倒与混乱,其主要原因在于教育活动的复杂性。复杂事物只有通过复杂性理论进行研究。运用复杂性理论对教育进行再认识可以发现,这两种范式在研究中都存在着难以承受之力。鉴于当下所使用的研究方法存在不足以及教育活动自身的复杂性,教育研究应遵从复杂性研究,做到把教育的价值研究与事实研究结合起来。  相似文献   

Political economies of security for some time to come     

Dean Pierides 《Journal of Cultural Economy》2014,7(3):371-377

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