The Turin International Centre for Advanced Technical and Vocational Training     

Jan Bado Sperling 《Prospects》1976,6(2):271-275

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Lost and Found: Making Sense of Foreign Spaces and the Self with Public Transport     

Jan Nåls  Nathalie Hyde-Clarke 《Journal of Intercultural Communication Research》2017,46(4):346-359

How does public transport both enable and restrict one’s negotiation and interaction with cultural, social and material landscapes? The understanding of social space and self is guided by one’s journey through those spaces, by witnessing events and public conduct. This article presents autoethnographic accounts of two communication studies researchers placed in Cape Town, South Africa, and Helsinki, Finland, for more than three months. In both situations, researchers relied on public transport with which they were unfamiliar. This study considers how those experiences were perceived, and how the researchers encountered and experienced the new social environments, local population and themselves.  相似文献   

The Sitcom Reader: America Viewed and Skewed     

Jan Whitt Ph.D. 《广播与电子媒介杂志》2013,57(1):190-191

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External funding sources: Income generation in UK academic libraries     

Jan Wilkinson 《New Review of Academic Librarianship》2013,19(1):69-72

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Book reviews     

David Kaser  Marilyn Schwartz  Peter Morgan M.D.  Linnea Gentry  Frederick C. Lynden  Chris Smith  Czeslaw Jan Grycz 《Publishing Research Quarterly》1989,5(4):84-96

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How to Conceive of Critical Educational Theory Today?     

Jan Masschelein 《Journal of Philosophy of Education》2004,38(3):351-367

This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self‐reflective and independent, to determine dependence from the present power relations and existing social order. Actual social and educational reality and relations are approached as a limitation, threat, alienation, re/oppression or negation of ultimate human principles or potential. The task of critical educational theory becomes one of enabling an autonomous, critical, self‐reflective life. While ‘critique’ and ‘autonomy’ have meanwhile become commonplace, and ‘critique’ and ‘autonomy’ are reclaimed and required from everybody, we should also consider the question of the relation between an institutional or ideological framework as that which claims to question this frame and to constitute its opposite. The trivialisation of critique is taken as occasion to recall Michel Foucault's analysis of power relations and especially his thesis according to which the ‘government of individualisation’ is the actual figure of power. Starting from the framework offered by Foucault, it can be made clear that the autonomous, critical, self‐reflective life does not represent an ultimate principle but refers to a very specific form of subjectification operating as a transmission belt for power. The autonomous, critical, self‐reflective person appears as an historical model of self‐conduct whereby power operates precisely through the intensification of reflectiveness and critique rather than through their repression, alienation or negation. This brings us back then to the question of how to conceive of the task of a critical educational theory at a time in which critique, autonomy and self‐determination have become an essential modus operandi of the existing order.  相似文献   

Practical training and internships in engineering education: Educational goals and assessment     

Otto Rompelman  Jan De Vries 《European Journal of Engineering Education》2002,27(2):173-180

In many engineering curricula a period of practical training in industry is either compulsory or advised. Often the educational goals of such a period are defined as 'learning to put knowledge and skills into practice'. The assessment is usually based on a technical report of the activities during the period. In this paper, how the definition of educational objectives led to the introduction of practical training is discussed. These objectives are acquiring insight in the engineering profession, learning to 'survive' in a different culture and learning to apply as well as broadening technical knowledge and skills. Furthermore, an assessment procedure is introduced which allows for testing whether the students have met the objectives.  相似文献   

Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen     

Dirk Jan Boerwinkel  Anat Yarden  Arend Jan Waarlo 《Science & Education》2017,26(10):1087-1114

To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: “What knowledge of genetics is relevant to those individuals not professionally involved in science?” and “Why is this knowledge relevant?” The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases.  相似文献   

Introduction to the Special Issue on Perspectivesand Experiences on Mentoring Undergraduate Students in Research: Part II     

Thomas Hagedorn  Jan Rychtář  Dewey T. Taylor 《PRIMUS》2017,27(4-5):437-441

Abstract

This issue is the second of a special PRIMUS two-part issue collecting articles on undergraduate research from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. This issue presents a collection of papers offering advice on a variety of specific topics important for leaders of undergraduate research programs. Issues of finding and designing appropriate and accessible research projects, assessing undergraduate research, and publicizing it in the media are addressed.  相似文献   

Content integration as a factor in math-game effectiveness     

Sylke Vandercruysse  Judith ter Vrugte  Ton de Jong  Pieter Wouters  Herre van Oostendorp  Lieven Verschaffel  Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368

In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated.  相似文献