Modelling human emotions for tactical decision‐making games     

Gillian C. Visschedijk  Ard W. Lazonder  Anja van der Hulst  Nathalie Vink  Henny Leemkuil 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):197-207

  相似文献   

Educational policy for citizenship in the early years in Australia     

Jo Ailwood  Jo Brownlee  Eva Johansson  Charlotte Cobb-Moore  Sue Walker  Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653

Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education.  相似文献   

Transforming the early years in England   总被引：3，自引：0，他引：3  

Kathy Sylva  Gillian Pugh 《牛津教育评论》2013,39(1):11-27

The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997–2004. First to be described are the innovations in policy (i.e. the promise), followed by the ‘evidence base’ for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children’s development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3–6 years and its birth–3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved.  相似文献   

Education and Learning for the Elderly: Why,How, What     

Gillian M. Boulton-Lewis 《Educational gerontology》2013,39(3):213-228

Seventy‐seven children of divorce and their selected grandparents completed questionnaires that included a demographic section, the Family Adaptability and Cohesion Evaluation Scale‐II (FACES II; Olson, Bell, &; Portner, 1982) to assess their relationships, and an instrument designed to identify shared activities and desires in these areas. Partners had similar present and future perceptions of relationship and activity factors. All participants desired future increases in both areas. Grandchildren and grandparents connected emotional bonding with grandparents’ listening, keeping them safe, and gift giving; grandparents also thought a good relationship with the custodial parent was important. Most healthy and least healthy subgroups were identified. Membership in the healthiest group was related to geographic proximity, feminine gender for both partners, and being married and employed full‐time for grandparents. Grandparents who were related by blood to custodial parents, had a good relationship with them, and negotiated their role were more likely to have a healthier relationship. Helping professionals are encouraged to explore these variables as they help family members negotiate the grandparent‐grandchild relationship, use skill training to foster development in areas amenable to change, and use supportive tactics in areas of liability.  相似文献   

Doctoral ‘orphans’: nurturing and supporting the success of postgraduates who have lost their supervisors     

Gina Wisker  Gillian Robinson 《高等教育研究与发展》2013,32(2):300-313

Much research into doctoral student-supervisor relations focuses on developing positive interactions. For many students, however, the research experience can be troubled by breakdowns in communication and even the loss of the supervisor(s), turning the student into a doctoral ‘orphan’ and impacting on their academic identity and ability and confidence in producing a sound doctoral-level contribution to knowledge. Our work with a range of UK- and internationally-based doctoral students looks specifically at reasons for supervisor loss and/or absence and the students' experience of being doctoral ‘orphans’ in terms of identity, confidence and progress. In focusing on those who achieve successful completion, it suggests the need for institutional and community support and highlights the development of effective strategies leading to ownership, empowerment and emotional resilience.  相似文献   

The Economics of Monomedia and Cross-Media Expansion: A Study of the Case Favouring Deregulation of TV and Newspaper Ownership in the U.K.     

Gillian Doyle 《Journal of Cultural Economics》2000,24(1):1-26

Since the early 1990s, regulators across the globehave faced increasing pressure from media firms toliberalise domestic media and cross-media ownershiprestrictions. Based on empirical research carried outin the U.K., this paper examines the ``economic' case putforward in favour of deregulation. Findings suggestthat, although factors other than size will affectperformance, there is generally a strong and positivecorrelation between the market share and the operatingprofitability of firms involved in either televisionor radio broadcasting or newspaperpublishing. But, with regard to cross-media ownershipof television and newspapers, there is nocompelling evidence that diagonal integration bringsabout inherent synergies, economies of scope or othereconomic benefits. Thus, whereas a variety ofeconomic efficiency gains may be available to justifya relaxation of restrictions over monomedia expansion,few such benefits can be found in support ofderegulating cross-ownership of television andnewspapers.  相似文献   

Mergers in Higher Education: A Strategic Analysis   总被引：1，自引：0，他引：1  

Gillian Rowley 《Higher Education Quarterly》1997,51(3):251-263

This paper looks at recent mergers in higher education from a strategic management perspective. It is based on private research undertaken for a dissertation in completion of an MBA degree in 1996. The objectives of the study included the discovery and analysis of merger input factors and process variables, and an assessment of the contribution of both towards an effective outcome. The paper considers similarities and differences between mergers in higher education and as a whole. The process included structured interviews with senior management in two universities, which helped to develop a census survey of incidents involving an HE partner between 1987 and 1994. The incidents included mergers with further education colleges, other HE institutions, and colleges of health.  相似文献   

Prompting teachers’ constructive reflection: pupils’ questions as critical incidents     

Mike Watts  Steve Alsop  Gillian Gould  Amanda Walsh 《International Journal of Science Education》2013,35(9):1025-1037

Constructive reflection is seen as an important ingredient in the professional development of teachers, in order to stimulate significant change in approaches to classroom practice and the general provision of science education in schools. This paper explores the use of pupils’ questions in provoking ‘critical incidents’ in the professional lives of teachers. It is suggested that pupils’ questions can be both indicative of their own conceptual change as well as being sophisticated prompts for teachers to examine their own thinking. Case studies of two teachers ‐‐ one primary and one secondary ‐‐ are used to illuminate how such critical incidents can lead to changes in teacher thinking, resulting then in changes in classroom practice in science. Suggestions are made for the use of pupils’ questions as critical incidents in the professional development of teachers.  相似文献   

Ageing,loss, and learning: Hong Kong and Australian seniors     

Gillian M. Boulton-Lewis  Lucinda Pike  Maureen Tam  Laurie Buys 《Educational gerontology》2017,43(2):89-100

In this article, the discussion of loss and its relationship to learning is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned, and this theme is described here. Three different kinds of loss were identified in the data as motivators for organized or nonorganized learning or for negatively affecting learning. These included loss of aspects of health, of job, or of partner. The results are potentially useful to policy makers and learning providers in encouraging older adults to engage in learning as one way of coping with loss.  相似文献   

Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition     

Stephen M. Ritchie  Gillian Kidman  Tanya Vaughan 《Cultural Studies of Science Education》2007,2(1):225-242

Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists to share their stories and for these stories to be retold for different audiences.

Tanya VaughanEmail:

  相似文献