Safety in Elementary and Junior High Schools of New York City     

Hubert E. Brown Ph.D. 《Research quarterly for exercise and sport》2013,84(2):80-85

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欧盟的教育与培训政策：五十年发展综述     

胡伯特·埃特尔  喻恺 《教育学报》2009,5(1):113-121

自20世纪50年代起欧盟的教育与培训政策,可以分为<罗马条约>后时期、<马斯特里赫特条约)后时期以及<里斯本总结>后时期三个时期,不同时期内的欧盟教育培训政策的法律基础、指导原则、主要执行方式对成员国的教育和培训系统产生不同影响.50年来,在经济利益的驱动下,欧盟在教育与职业培训方面的职能通过一系列的条约与政府间协议得到了不断的增强.但一些当前的迹象也显示,欧盟各成员国考虑到各自的利益,执行欧盟教育培训政策的步调并不一致.  相似文献   

Response Sets of Neophyte Counselors     

George M. Gazda  Hubert M. Clements  Jack A. Duncan  Carol L. Martin 《Counselor Education & Supervision》1967,6(3):151-156

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Language development and observation of the local environment: First steps in providing primary-school science education for non-dominant groups     

Lillian Weber  Hubert Dyasi 《Prospects》1985,15(4):565-576

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Anonymity versus Commitment: the dangers of education on the Internet     

Hubert L.  Dreyfus 《Educational Philosophy and Theory》2002,34(4):369-378

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University teachers' thinking about lecturing: student evaluation of lecturing as an improvement perspective for the lecturer     

Hubert M. F. De Neve 《Higher Education》1991,22(1):63-89

Student evaluation of instruction (SEI) is a common practice in higher education. Despite a great deal of progress that has been made during the last two decades of SEI-research, some questions remain unanswered. One of the unsolved problems concerns theutility of SEI, i.e., its efficacy for improving instruction. Apparently there is a need for understanding ‘how university teachershandle SEI-feedback.’ In that perspective cognitive and motivational psychology stress the importance of the so-calledsubjective theory of a teacher about his lecturing. This empirical study was focused on teachers' conceptualisation of lecturing, as related to student ratings. For representing a teacher's subjective theory and his interpretation of SEI-feedback, theHiclas-algorithm of De Boeck and Rosenberg (1988) was used, corresponding to theirHierarchical Classes Model. Results indicate that the lecturer's interpretation of student ratings and his/her ‘thinking about lecturing’ are crucial elements for an effective use of SEI as an improvement strategy. It gives one explanation why student evaluation of university teaching does (or does not) change teaching behaviour. The author is indebted to Prof. Piet J. Janssen and Prof. Joost Lowyck for their assistance in this research.  相似文献   

Latent semantic analysis as a tool for learner positioning in learning networks for lifelong learning     

Jan van Bruggen  Peter Sloep  Peter van Rosmalen  Francis Brouns  Hubert Vogten  Rob Koper  Colin Tattersall 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):729-738

As we move towards distributed, self‐organised learning networks for lifelong learning to which multiple providers contribute content, there is a need to develop new techniques to determine where learners can be positioned in these networks. Positioning requires us to map characteristics of the learner onto characteristics of learning materials and curricula. Considering the nature of the network envisaged, maintaining data on these characteristics and ensuring their integrity are difficult tasks. In this article we review the usability of Latent Semantic Analysis (LSA) to generate a common semantic framework for characteristics of the learner, learning materials and curricula. Although LSA is a promising technique we identify several research topics that must be addressed before it can be used for learner positioning.  相似文献   

Dimensions of faculty members' sensitivity to job satisfaction items     

Dr. Hubert S. Feild  William F. Giles 《Research in higher education》1977,6(3):193-199

Researchers have suggested that questionnaire item sensitivity may be a possible source of response bias in investigations using mail surveys. In conducting job satisfaction studies of faculty members in higher education, investigators have assumed that job satisfaction items are not highly sensitive to faculty members and do not vary in their degree of sensitivity. The purpose of the present research was to assess the degree of sensitivity of various job satisfaction items to faculty members and to identify dimensions of faculty members' sensitivity to these items. Results from a questionnaire returned from 354 faculty members at a large university showed that their sensitivity to job satisfaction items centered primarily in three areas: (1) concern with extrinsic job factors, (2) concern with department head actions, and (3) concern with promotion and salary. On the whole, item sensitivity appeared to be rather low. Implications and suggestions for future research are discussed.  相似文献   

国际金融危机影响下的世界一流大学   总被引：1，自引：0，他引：1  

喻恺  胡伯特·埃特尔 《教育研究》2011,(9)

2008年爆发的国际金融危机对多国的实体经济造成了重创。金融危机对世界一流大学的捐赠基金造成了严重影响,但对捐赠基金支出的影响较为温和;相对而言,依赖地方政府的美国公立大学受到了金融危机的更大的冲击,而私立大学则依靠较为稳定的科研、学费和捐赠收入降低了金融危机的影响。在此种情况之下,世界一流大学采取了较为温和的措施应对金融危机。而多元化的收入结构、稳定的财政拨款、雄厚的捐赠基金基础以及优秀的前瞻性的制度设计对于大学平安应对复杂经济环境具有重要意义。  相似文献   

Analysis of cognitive abilities for learning disabled children     

Hubert Booney Vance  Patricia Gaynor  Margaret Coleman 《Psychology in the schools》1976,13(4):477-483

The study investigated WISC-R subtest pattern scores of 58 learning disabled children (42 boys and 16 girls) ranging in age from 6 years to 15 years, 10 months. The variation in subtest scores was analyzed by a 1 X 10 analysis of variance with repeated measures on the single factor. Differences between individual subtest means were analyzed by the Newman-Keuls test for simple effects. The evidence indicates that the low subtest scores on Arithmetic, Coding and Information were characteristic of this group. The study did not support the verbal-Performance discrepancies as useful in the diagnosis of learning disabilities.  相似文献