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21.
This study concentrates in part on the market of fine arts. First, fine arts will be defined from a marketing point of view and peculiarities in the market of fine arts will be analysed empirically and theoretically. Certain aspects of marketing theory are discussed regarding their significance for the fine arts. Results of an empirical study of galleries and artists will be presented. It will be shown, whether and how artists are involved in marketing, how successful they are and what prerequisites to marketing the artists have. 相似文献
22.
在复杂的数据环境中建立并维持非常高的数据质量是很昂贵并且往往不可能实现的.对质量的定量评估能够为制定改进措施的优先顺序提供重要的帮助.本文探索了一套方法,能够对数据质量的公正评估与效用导向评估两种方法进行评价.公正评估可以评价和衡量数据缺陷的程度,效用导向的评估能够衡量在一个特定的使用环境中,质量缺陷的存在对降低数据效用的程度.本文介绍的质量评估方法通过一个实际的校友数据库得到了实际验证.这个数据库是一个巨大的数据资源,它对校友关系和发起的承捐活动进行管理.质量评估的结果能够为这个数据库执行和管理改进数据质量的策略提供帮助. 相似文献
23.
Ruhama Even 《Educational Studies in Mathematics》1999,38(1-3):235-252
This study examines an attempt to encourage integration of knowledge learned in the academy with knowledge learned in practice as a means to challenge educational practitioners' — teacher leaders and inservice teacher educators — existing conceptions and beliefs, and promote intellectual restructuring. The article centers on two components of the Manor Program for the development of teacher leaders and educators. The first component focuses on expanding academic knowledge, by helping the participants become acquainted with studies on students' and teachers' conceptions and ways of thinking in mathematics. The second component focuses on the integration of knowledge learned in the academy with knowledge learned in practice by conducting a mini-study.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
24.
Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter 总被引：1，自引：0，他引：1
Pedagogical content knowledge is made up of several components. In this paper we concentrate on one of these: teachers' planned presentations of the subject-matter. We deal with two main sources of this component of pedagogical content knowledge: knowledge about the subject-matter and knowledge about students. Illustrations are given in two mathematical domains: functions and undefined mathematical operations. The paper concludes with a discussion of the nature of teachers' knowledge and the interconnections between the three constructs: subject-matter knowledge, knowledge about students, and knowledge about ways of presenting the subject-matter. 相似文献
25.
Subject matter knowledge for teaching and the case of functions 总被引：2，自引：0，他引：2
Ruhama Even 《Educational Studies in Mathematics》1990,21(6):521-544
Interest in teachers' subject matter knowledge has arisen in recent years. But most of the analysis has been general and not topic-specific. This paper shows how one may approach the question of teachers' knowledge about mathematical topics. It demonstrates the building of an analytic framework of subject matter knowledge for teaching a specific topic in mathematics and then uses the concept of function to provide an illustrative case of a paradigm for analyzing subject matter knowledge for teaching. The choice of the aspects, which form the main facets of the framework, was based on integrated knowledge from several bodies of work: the role and importance of the topic in the discipline of mathematics and in the mathematics curriculum; research and theoretical work on learning, knowledge and understanding of mathematical concepts in general and the specific topic in particular; and research and theoretical work on teachers' subject matter knowledge and its role in teaching. An application of the framework in the case of the concept of function is described and illustrated by anecdotes drawn from a study of prospective secondary teachers' knowledge and understanding of functions.Recipient of a Sir Charles Clore Post-Doctoral Fellowship. 相似文献
26.
In this paper we explore the issue of interdependency of theory and research findings in the context of research on the practice of mathematics teaching and learning at school. We exemplify how analyses of a lesson by using two different theoretical perspectives lead to different interpretations and understandings of the same lesson, and discuss the implications of competing interpretations of practice for research and theory in mathematics education. 相似文献