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111.
Learning through South–South development: Cuban-African partnerships in sport and physical education
Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South–South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South–South development through international education, and the place of sport and physical education therein, are discussed. 相似文献
112.
Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education 下载免费PDF全文
Susanne Schwab Frank Hellmich Gamze Görel 《Journal of Research in Special Educational Needs》2017,17(3):205-217
This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university. 相似文献
113.
There is an increasing rhetoric from politicians for universities to become more involved in policy analysis and policy research. In this article, we reflect on our experiences of the analysis we conducted into the legislation to introduce biometric identity cards in the United Kingdom. We highlight how our work had direct consequences for the ongoing policy deliberation around this controversial piece of legislation. In particular, we highlight our role in the debate surrounding the government's figures for identity fraud and the concerns about the likely cost of the scheme to the government and taxpayer. We end the article by discussing some of the practical realities of such a foray into real politik. 相似文献
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Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case-study 总被引:6,自引:0,他引:6
This paper addresses the question of how technological transitions (TT) come about? Are there particular patterns and mechanisms in transition processes? TT are defined as major, long-term technological changes in the way societal functions are fulfilled. TT do not only involve changes in technology, but also changes in user practices, regulation, industrial networks, infrastructure, and symbolic meaning or culture. This paper practices ‘appreciative theory’ [R.R. Nelson, S.G. Winter, An Evolutionary Theory of Economic Change, Bellknap Press, Cambridge, MA, 1982] and brings together insights from evolutionary economics and technology studies. This results in a multi-level perspective on TT where two views of the evolution are combined: (i) evolution as a process of variation, selection and retention, (ii) evolution as a process of unfolding and reconfiguration. The perspective is empirically illustrated with a qualitative longitudinal case-study, the transition from sailing ships to steamships, 1780–1900. Three particular mechanisms in TT are described: niche-cumulation, technological add-on and hybridisation, riding along with market growth. 相似文献
116.
The bounded-input bounded-output stability, finite time stability and settling time of a single-loop feedback system consisting of a nonlinear time-varying gain followed by a linear time-invariant system are investigated via a nonlinear integral inequality. The gain has the form k0+k1(t)+k2(t)g(bd) where g(bd) is a monotonic increasing function. The system is bounded-input bounded-output stable provided the time-varying gains are L1(0, t8) functions and is finite time stable for bounded gains. The nonlinear integral inequality, which is used to obtain explicit and useful bounds on the output of the system, is also employed to determine the settling time. 相似文献
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Effective teachers are often creative ones, yet an examination of creative teaching is largely invisible in the North American creativity literature. Even within education there is little about teachers’ own creative practice. Nonetheless, there are benefits to studying creative teachers: in education it can explicate ways of enhancing teachers’ creativity and enriching praxis; and in psychology it can extend our understanding of social and interpersonal creativity, as well as everyday creativity. This paper reviews 12 Canadian case studies of creative teaching conducted by a creative teaching research group. An in-depth elaboration of two themes, creative person and community, is presented. 相似文献
120.
Jeff Frank 《Educational theory》2011,61(5):587-600
This essay begins where Alasdair MacIntyre's After Virtue begins: facing a moral world in ruin. MacIntyre argues that this predicament leaves us with a choice: we can follow the path of Friedrich Nietzsche, accepting this moral destruction and attempting to create lives in a rootless, uncertain world, or the path of Aristotle, working to reclaim a world in which close‐knit communities sustain human practices that make it possible for us to flourish. Jeff Frank rejects MacIntyre's framework and in this essay attempts to create an alternative path, one of moral repair. Through a close reading of several poems from Robert Frost's North of Boston, Frank develops the notion of moral repair and describes its ethical and educational implications. 相似文献