Internal and External Time Conflicts in Adolescents: Sleep Characteristics and Interventions     

F. M. Fischer  B. Radosevic-Vidacek  A. Koscec  L. R. Teixeira  C. R. C. Moreno  A. Lowden 《Mind, Brain, and Education》2008,2(1):17-23

ABSTRACT— Daytime fatigue and lack of sleep seem to increase throughout adolescent years. Several environmental, psychological, and biological factors have been associated with the development of sleep across adolescence. The aim of the present article is to summarize these factors and to give examples of various outcomes in sleep patterns among adolescents studied in different cultural settings. It is obvious from earlier work that many adolescents have displaced circadian rhythms and lack of adaptation to school hours due to an early school start or additional burdens for work. Several interventions have aimed to help the adaptation process by supporting sleep processes and changing scheduling, in this way promoting classroom alertness. In summary, adolescents worldwide shorten their sleep due to schoolwork hours and additional work, especially by disturbing their sleep due to circadian misalignment.  相似文献   

Responding to regulatory jolts in the English higher education sector     

Pederzini  Gerardo Abreu 《Tertiary Education and Management》2016,22(4):316-332

Throughout the world universities are having to face constantly changing environments. A particular type of important change is public policy reforms or regulatory jolts. The English higher education sector is an example of the latter, where constant regulatory jolts have been seen in past decades. Leaders at universities have needed to interpret these environmental changes and decide how to cope with them. In this paper, the case of the post-Browne Review reforms in England’s higher education sector is used in order to explore how senior leaders in universities make sense of regulatory jolts. Based on primary qualitative research, which involved 47 semi-structured interviews with senior university leaders in England, including 24 vice-chancellors, I explore how senior leaders in universities interpreted, or made sense of, the post-Browne Review regulatory jolt. The paper suggests that senior university leaders’ interpretations might be deeply intertwined with their identity interpretations of who they are throughout these periods of turbulence.  相似文献   

Hanging tough: post-PhD researchers dealing with career uncertainty     

Isabelle Skakni  María del Carmen Calatrava Moreno  Mariona Corcelles Seuba  Lynn McAlpine 《高等教育研究与发展》2019,38(7):1489-1503

ABSTRACT

This study examines the impact of career uncertainty on post-PhD researchers’ experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual uncertainty and occupational uncertainty. On a daily basis, both forms strongly impact the participants’ work and personal lives and can limit their ability to plan for the future, restrict their developing research expertise and networks and induce tension in trying to reconcile work and personal lives. While often struggling with a blurred institutional status, participants ‘hang tough’ despite their uncertain situation, notably by clinging to the academic researcher identity. Contributing to the previous work on the increasing casualisation of post-PhD positions and the resulting challenges, our study offers new insights into how different aspects of career uncertainty influence post-PhDs’ work and identity.  相似文献   

On studying organizational knowledge     

Gerardo?PatriottaEmail author 《知识管理研究与实践》2004,2(1):3-12

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Guidance and education,an analysis of young peoples’ discontinuous school pathways: the guidance-oriented approach of educational institutions     

Aisenson  Gabriela  Legaspi  Leandro Pablo María  Valenzuela  Viviana  Czerniuk  Renee  Miguelez  Violeta Vicente  Moulia  Lourdes  Larriba  Gerardo  Solano  Lila  Alonso  Diego Eduardo 《International Journal for Educational and Vocational Guidance》2022,22(3):739-758

International Journal for Educational and Vocational Guidance - This article presents results of an investigation that explored the school pathways of young Argentine unskilled workers without a...  相似文献   

Influences of Suprasystems on Systemic Change     

Charles M. Reigeluth  Susan Patrick  Gerardo M. Gónzalez  Kathy Christie  Irene Brock  Hongsoo Lee 《TechTrends》2006,50(2):26-32

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Teaching writing in grades 4–6 in urban schools in Chile: a national survey     

Bañales  Gerardo  Ahumada  Silza  Graham  Steve  Puente  Anibal  Guajardo  Marcela  Muñoz  Ignacio 《Reading and writing》2020,33(10):2661-2696

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The Function of Executive Function: Everyday Manifestations of Regulated Thinking in Preschool Settings     

Amanda J. Moreno  Irena Shwayder  Ilana Dvorin Friedman 《Early Childhood Education Journal》2017,45(2):143-153

Executive function (EF) encompasses higher-order mental processes necessary for the conscious control of thought and action in the service of goals. Once thought not to apply to children at all, EF is now at the center of a burgeoning body of research on young children over the last 10–15 years indicating that it is a critical foundation of school readiness and performance. Despite the widely agreed relevance of EF to the transition to formal learning, findings have not yet been applied to preschool classrooms in any widespread way. Part of the reason for this is that despite general agreement on the broad definition of EF, the subdomains EF comprises—especially in early life while it is emerging—are still a matter of debate. It is therefore a challenge to bring the relevant concepts down to an even further level of granularity, i.e., specific behaviors ecologically grounded in everyday preschool interactions. We took the initial steps of this challenge by curating EF-related behaviors from the extant literature, expert and master teacher interviews, and observations in high-quality preschool classrooms into a new protocol called Preschool-Setting Executive Function. This observational system includes child behaviors as well as teacher support behaviors that encourage children’s organized, higher-order thinking. We then employed the final protocol in an additional set of classrooms to provide an initial assessment of its usefulness in identifying “EF in context.” Results indicate (1) EF and EF-support behaviors are low-frequency occurring, (2) children are more engaged in organized thinking than teachers are in the support of it, (3) teachers’ presence, especially if they are expanding play, promotes children’s real-time EF-behaviors. Results are discussed in terms of how this system may be used as a basis for future professional development to enhance teacher practice around the promotion of EF.  相似文献   

``Weighing' the Earth: a Newtonian Test and the Origin of an Anachronism     

Moreno Gonzáalez  Antonio 《Science & Education》2001,10(6):515-543

The measure G, the universal gravitational constant, is attributed to Henry Cavendish. Nevertheless, the intention of the English physicist was to measure the density of the earth, which at that time was necessary in order to decide between different theories about the composition of this planet. G was measured much later. In this article I will try to explain how Cavendish accomplished the famous experiment and what his results were. Likewise, I will consider the problems that can arise in the scientific training of students from maintaining anachronisms such as this.  相似文献   

UNESCO teacher education project: ‘Special needs in the classroom’     

Mel Ainscow  Anupam Ahuja  Yunying Chen  Novella Comuzzi  Cynthia Duk Homad  Gerardo Echeita 《Prospects》1995,25(2):273-286

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