Making sense of institutional positioning in Finnish higher education     

Vuori  Johanna 《Tertiary Education and Management》2015,21(4):316-327

Tertiary Education and Management - This paper examines how institutional positioning has emerged in the meaning-making activities between Finnish higher education institutions and the Ministry of...  相似文献   

You escaped! How did you learn during gameplay?     

Alice Veldkamp  Johanna Rebecca Niese  Martijn Heuvelmans  Marie-Christine P. J. Knippels  Wouter R. van Joolingen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1430-1458

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“I want to speak like the other people”: Second language learning as a virtuous spiral for migrant women?     

Johanna Ennser-Kananen  Nicole Pettitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):583-604

This article contributes to scholarship on migrant women’s second language (L2) education in North America and Europe. Questioning reductionist understandings of the relationship between female migrants, their receiving communities and L2 education, the authors consider existing literature as well as their own qualitative work to investigate the challenges, opportunities and agency of migrant women. Weaving together and thematically presenting previous scholarship and qualitative data from interviews, participant observations and classroom recordings from a mixed-gender L2 adult migrant classroom in Austria and an all-women L2 migrant classroom in the United States, they trouble conceptualisations which position women primarily as passive recipients of education and in need of emancipation, while simultaneously elevating communities as agentic providers of these. Specifically, the authors emphasise that (1) L2 proficiency is not a guarantee for migrant women’s social inclusion or socioeconomic advancement; (2) migrant women’s complex challenges and agency need to be recognised and addressed; and (3) all involved in L2 education of migrant women do well to become learners of their own experiences of oppression, including their complicity in it.  相似文献   

Three‐year results of the Friendly Schools whole‐of‐school intervention on children's bullying behaviour     

Donna Cross  Helen Monks  Marg Hall  Thérèse Shaw  Yolanda Pintabona  Erin Erceg  Greg Hamilton  Clare Roberts  Stacey Waters  Leanne Lester 《British Educational Research Journal》2011,37(1):105-129

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.  相似文献   

The trust continuum in the information age: a Canadian perspective     

Dara M. Price  Johanna J. Smith 《Archival Science》2011,11(3-4):253-276

This paper examines the role of trust in the information continuum. It argues that in the context of Canadian federal government records, an analogous ??trust continuum?? is a useful model for analysing the relationships that exist between creator, archives and user in the information-abundant environment. The paper borrows from sociological theory to posit that creator, archives and user are bound together in a complex expert system that facilitates trust and mitigates risk in a broad societal context and contends that these interactions are shaped at the macro level by a dominant public discourse of accountability. These points are illustrated through three recent examples at Library and Archives Canada. First, the relationship between Canadian society and the archives is explored by interrogating the concept of relevance and assessing the feasibility of managing a pan-Canadian collection via a national network of knowledge institutions. Then, the role of trust between the archives and the creator in the management of government digital information resources is examined in light of the recently issued Directive on Recordkeeping, and in the context of LAC??s Trusted Digital Repository. Finally, Commissions of Inquiry??and the Indian Specific Claims Commission in particular??demonstrate both the power of archival records in repairing trust between a society and its government and the iterative nature of the relationship between the user and the archives.  相似文献   

Mathe mit der Matte – Verkörperlichtes Training basisnumerischer Kompetenzen     

Tanja Link  Eva Johanna Schwarz  Stefan Huber  Dr. Ursula Fischer  Prof. Dr. Hans-Christoph Nuerk  Prof. Dr. Ulrike Cress  Prof. Dr. Korbinian Moeller 《Zeitschrift für Erziehungswissenschaft》2014,17(2):257-277

Basic numerical representations are seen as the building block for the successful development of more complex numerical and arithmetic competencies. Extending previous studies focusing on improving basic numerical representations by means of embodied training schemes, the current study focused on an embodied training of children’s place-value understanding. In this vein, 49 secondgraders were trained on solving a number line estimation task by stepping on different fields of a dance mat allowing for separate estimations of tens and units with more effort needed to step on the tens. In a partially randomized cross-over design, two control conditions were used to controll for training effects caused exclusively by the numerical content trained or the use of the dance mat. Interestingly, results revealed specific training effects after both the embodied and the control conditions. However, training effects were significantly more pronounced after the embodied training, thereby providing further evidence for the benefit of an embodied training of the place-value structure of the Arabic number system.  相似文献   

The tyranny of the monograph and the plight of the publisher     

Lindsay Waters 《Publishing Research Quarterly》2001,17(3):19-25

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Black and White Women's Travel Narratives: Antebellum Explorations     

Kristin Waters 《Journal of American culture (Malden, Mass. : 2003)》2006,29(2):229-230

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Rewards and incentives in Kenya's education system A review article—     

Alan Rufus Waters 《Higher Education Quarterly》1975,29(2):204-211

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The management of the information department: Denis V. Arnold,André Deutsch,London, 1976, 143 pp. £3.95 net UK only. ISBN 0-233-96652-8 (Institute of information scientists monograph series)     

Johanna E. Tallman 《Information processing & management》1977,13(4):262-263

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