Book review     

G. Hanna 《Educational Studies in Mathematics》1995,28(1):87-90

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Setting New Standards for Homo Academicus: Entrepreneurial University Graduates on the EU Agenda     

Hanna Laalo  Heikki Kinnari  Heikki Silvennoinen 《欧洲教育》2019,51(2):93-110

In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education.  相似文献   

Book reviews     

E. Fischbein  Gila Hanna 《Educational Studies in Mathematics》1990,21(5):479-489

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Developmental Achievements of 7‐year‐old Children in Poland in the Light of International Tests and the Requirements of the Polish Language School Program     

Barbara BielÉn  Hanna Malkowska‐Zegadlo 《International Journal of Early Years Education》1998,6(2):185-197

The language competence and reading comprehension of 406 7‐year‐old children are examined in the research discussed in this article. The children were tested using comparative tests as part of an international project conducted in 14 countries and sponsored by the IEA and the High Scope Research Foundation in Ypsilanti, USA. The discussion here relates only to a part of this wider research and focuses upon the aims and contents of Polish language teaching in grades I—III of the Polish primary school.  相似文献   

Children and adults' intuitions of what people can believe     

Joshua A. Confer  Hanna Schleihauf  Jan M. Engelmann 《Child development》2024,95(2):447-461

Two preregistered studies tested how 5- to 6-year-olds, 7- to 8-year-olds, and adults judged the possibility of holding alternative beliefs (N = 240, 110 females, U.S. sample, mixed ethnicities, data collected from September 2020 through October 2021). In Study 1, children and adults thought people could not hold different beliefs when their initial beliefs were supported by evidence (but judged they could without this evidential constraint). In Study 2, children and adults thought people could not hold different beliefs when their initial beliefs were moral beliefs (but judged they could without this moral constraint). Young children viewed moral beliefs as more constrained than adults. These results suggest that young children already have sophisticated intuitions of the possibility of holding various beliefs and how certain beliefs are constrained.  相似文献   

Academic self-concept and emotion relations: Domain specificity and age effects     

Thomas Goetz  Hanna Cronjaeger  Anne C. Frenzel  Oliver Lüdtke  Nathan C. Hall 《Contemporary educational psychology》2010

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.  相似文献   

The timing of openness in a radical innovation project,a temporal and loose coupling perspective     

Hanna Bahemia  John Sillince  Wim Vanhaverbeke 《Research Policy》2018,47(10):2066-2076

We extend the Profit from Innovation (PFI) framework (Teece, 1986) by combining it with open innovation insights: we explore when and how managers make the transition between closed and open innovation, and how they use appropriation (formal and informal defense mechanisms) and project strategies to capture the value generated from the innovation at the project level. Based on a radical innovation project at Jaguar (UK), we contribute to a process and temporal perspective of open innovation by shedding light on two core project processes and their enabling mechanisms which influenced the ability of Jaguar to maximize profits from the innovation. The first core project process was the choice of timing of the shift from a closed to an open model of innovation: it was enabled by a pro-active change in the formal defense strategy (i.e. submission of a patent), and by an internal loose coupling project strategy that involved autonomy of the project champion and internal engineers’ weak membership in the project. The second core process was an external loose coupling project strategy that was enabled by the deployment of two complementary informal appropriation mechanisms namely, the reduction of the scope of tasks allocated to external partners combined with the development of guarded relationships with them.  相似文献   

Some pedagogical aspects of proof   总被引：9，自引：0，他引：9  

Gila Hanna 《Interchange》1990,21(1):6-13

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The nature of students' sociocognitive activity in handling and processing multimedia-based science material in a small group learning task     

Kristiina Kumpulainen  Hanna Salovaara  Mika Mutanen 《Instructional Science》2001,29(6):481-515

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An International Arts-Integration Model     

Catherine Hanna Schrock 《Teaching Artist Journal》2016,14(1):15-23

This article highlights distinctive aspects of an international team-teaching program for teaching artists and the pedagogical implications of its structure.  相似文献