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61.
Irina Konchits 《Higher Education in Europe》2000,25(4):507-509
The Republic of Belarus is a bilingual country, its two principal languages being Belarussian and Russian. Knowledge of other languages is encouraged; indeed, a specialized higher education institution, the Minsk State Linguistic University, has been created to prepare multilingual specialists in various fields. In addition, several non-state higher education institutions have developed bi- and multilingual partnerships with Western higher education institutions. 相似文献
62.
Irina S. Averina 《High Ability Studies》1995,6(1):49-52
This study involved an adaptation and evaluation of the Munich differential diagnostic instrument for the identification of gifted and highly gifted schoolchildren (KFT). An analysis was carried out of the relationship between various forms of giftedness and actual performance. A two step procedure was applied to select gifted students using a Teachers' Checklist, the KFT and tests of creativity. About 70 gifted youngsters were selected from 600 students. The label “gifted” was used for the top 6%‐10%, “highly gifted” for the top 3%–5% and “extremely gifted” for the highest scoring members of the group. The control group (70 unselected students) was investigated with the same methods. There were clear differences between the gifted, highly gifted and extremely gifted students in every domain of giftedness. Different forms of giftedness developed in the students during the three year period. 相似文献
63.
Natalia González-Fernández Irina Salcines-Talledo Pablo Maraver-López 《Cultura y Educación》2016,28(3):468-499
The family is the main network of relationships in which the values and norms for living in society are transmitted. In a society where the presence of the media is prominent, media literacy in the family is more important than ever. For this reason, this study aims to analyse Spanish families’ perception of all aspects related to their knowledge about the media, their use of the media, their critical and expressive capacity and their perception of the weaknesses and risks of the media. To do so, we have analysed data from nine Spanish regions through focus groups (FG) with the participation of parents representing different kinds of families. The evidence collected highlights the need for media training for all family members so they can actively, critically and creatively take advantage of the potential afforded by the technologies and media in education for active, participatory citizenship. 相似文献
64.
Arizona is one of six states leading the nation in English language learner (ELL) student enrollments and requiring all teachers to complete coursework in methods of teaching ELLs. This policy requirement has impacted teacher preparation programs and the field of teacher education as a whole. As such, there is a growing need to identify and evaluate factors that contribute to ELL teacher readiness. This exploratory survey study examines teacher readiness to work with ELLs in comprehensive public high schools in Arizona. This study was conducted using a survey instrument administered to in-service teachers (n?=?444). Correlation analyses indicate that there is a strong association between preservice preparation, preservice exposure to ELLs, and the feeling of readiness to serve ELLs. The findings make a strong case for further examination of preservice teacher preparation programs, in-service professional development, and their relationship to teacher readiness. 相似文献
65.
The relationship between the different mediational means for supporting students’ learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher’s interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners’ attention towards the potential of the mediational resources, elicits, organises, and structures students’ knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students’ learning. 相似文献
66.
Irina Gouzevitch 《Science & Education》2006,15(7-8):841-862
Peter I’s editorial policy appears as a starting point in the birth of secular Russian textbooks. Since the printing production was then organized on a massive scale as a response to the needs of European-like modernization, it should be safely suggested that nearly all books produced during this pioneering period focused teaching objectives. To understand how and why such an impressive cultural blossoming could occur, we must study their history as part of the broad process of the transfer of knowledge that interfered in all the domains of Russian life. As the textbooks were essentially the product of translation, the paper will explore four main points: Who were the translators? What and why did they translate? How did they proceed? What were their main problems and achievements? 相似文献
67.
Professional development (PD) has been identified as a critical mechanism that helps teachers increase students' achievement. However, the content and form of this mechanism varies widely. This study examines an ongoing PD for school teachers, which has been explicitly founded on a set of guiding principles associated with quality professional development. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations, are tested in a sample of 153 teachers. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. Regression results indicate that participation in this program is significantly related to teachers' scores on instruction only. The implications of this finding indicate that high-quality professional development does not always address all domains of teaching. Other implications derived from the findings point to the need for professional development opportunities to be ongoing and highly focused on improving inquiry-based instruction. 相似文献
68.
This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site
in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking
theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional,
and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and
“least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of
interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems,
and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences
in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in
science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives
are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.
相似文献
| Mary Frank FoxEmail: |
69.
The paper presents bibliometric analysis of scientific collaboration of new 10 countries EU in the field of social sciences. Material for this analysis was drawn from DB SSCI. The states as wholes are considered here as participants of collaboration. The results are mapped in a chart of counter to country links. 相似文献
70.
21世纪以来,为进一步融入全球高等教育空间,提高高等教育质量,增强国际竞争力,俄罗斯持续深化自20世纪90年代以来实施的教育国际化、现代化战略。在此背景下建立的新型教师评价系统,打破了苏联时期高校终身制人事制度,客观上激励教师协同落实国家教育发展战略,促进高校教师全方位发挥主观能动性和积极性。俄罗斯高校主要从科研、教学、组织教学和指导教学等几个方面对教师进行全方位考评,经过近二十年的实践,这套评价系统对加速俄罗斯教育国际化和市场化起到显著作用。但该系统在评价体系中侧重科研指标,尤其偏重国际发文的数量和比重,这导致一部分擅长教学的师资力量流失,俄罗斯国内期刊水平下降,而过分依赖国外数据库作为评价本国科研成果的主要依据,导致发生外部事件或不可抗力因素时,整个评价体系受到震荡。 相似文献