Le développement de l'éducation en Chine avant et pendant les années quatre-vingts     

Jacques Lamontagne 《Interchange》1988,19(3-4):38-54

Sans résumé  相似文献   

Linguistic and Cultural Diversities within Unitary Education Systems in French‐Speaking African Countries since Independence     

Jacques Champion 《Compare》1978,8(1):113-117

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Taking up the challenge of evidencing value in educational development: from theory to practice     

Veronica Bamber  Lorraine Stefani 《International Journal for Academic Development》2016,21(3):242-254

Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.  相似文献   

Arts‐Based Educational Research: The Challenges of Social Media and Video‐Based Research Methods in Communication Design Education     

Lorraine Marshalsey  Madeleine Sclater 《The International Journal of Art & Design Education》2019,38(3):723-739

This article discusses the practical and ethical challenges and benefits of using social media and video‐based research methods – also known as Photovoice – to investigate contemporary Communication Design education. The two visual research methods discussed include the social media mobile application Snapchat^® and participant‐generated GoPro^® video filming. The investigation focused on understanding students’ on‐the‐ground, lived experiences of studio learning within two distinctive higher education case study settings in the United Kingdom and Australia. This study employed Participatory Action Research (PAR) as an inquiry process and incorporated a methodological framework involving a combination of narrative inquiry, visual Participatory Design (PD) and visual ethnography. The findings of this study revealed the impact of specialised studio and classroom‐based Technology Enhanced Learning (TEL) on student learning and engagement as the participants expressed differing responses to their own learning and community of practice at each site. The choice of arts‐based educational research methods used for this study allowed the relationships between place, lived experience, and community to be explored. Students, in effect, became investigators of their own practice through engagement in a rigorous set of visual methods, which placed the tools directly into their hands.  相似文献   

Media Naturalness and Online Learning: Findings Supporting Both the Significant- and No-Significant-Difference Perspectives     

Ned Kock  Jacques Verville  Vanessa Garza 《Decision Sciences Journal of Innovative Education》2007,5(2):333-355

Is the use of an online course delivery format, when compared with the more traditional face‐to‐face format, good or bad in the context of university education? Those who subscribe to the no‐significant‐difference perspective argue that online delivery is good, because it allows students with time and geographic distance constraints to obtain the education that they need, with no significant negative impact on the quality of the learning experience. Others argue that online delivery is bad, advocating a version of the competing significant‐difference perspective, because the electronic communication media used for online delivery are not rich or natural enough to enable effective learning. This study contrasted students perceptions and grades in two different sections of the same course: one delivered entirely online and the other delivered face to face. Data were collected and analyzed at two points in time, namely, at the middle and end of a long semester. The study found support for both the no‐significant‐ and significant‐difference perspectives. At the middle of the semester, students in the online condition perceived communication ambiguity as significantly higher, and also obtained significantly lower grades, than students in the face‐to‐face condition. At the end of the semester, no significant differences were found.  相似文献   

Contributions of stimulus-incentive and stimulus-response-incentive contingencies to response acquisition and maintenance     

Jacques Lajoie  Dalbir Bindra 《Learning & behavior》1978,6(3):301-307

The effects of stimulus-incentive (S:IS) contingency, stimulus-response-incentive (S:R:IS) contingency, and stimulus-no-response-incentive (S:R:IS) contingency on the acquisition and maintenance of an instrumental approach-contact response in the rat were studied. The experiment, concerned mainly with the temporal distribution of responses, showed that (1) the S:IS contingency and the S:R:IS contingency produced the same temporal distribution of responses; (2) the S:R:IS contingency produced higher rates of response than the S:IS contingency; (3) the negative S:R:IS contingency did not completely eradicate already established responses; and (4)post-CS responding occurred on reinforced trials. Consideration of these results indicates that the critical factor determining the higher rates of response under the S:R:IS contingency may be the S:R:IS occasions experienced only in the instrumental procedure.  相似文献   

Learning of contingent relationships     

Allan LG 《Learning & behavior》2005,33(2):127-129

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Going Out of Business     

Lorraine A. Busby 《期刊图书馆员》2017,73(3-4):211-214

The author of The Business of Serials reflects on motivations for the creation of this column and offers some observations and encouragement for others to be a new voice in contributing ideas and viewpoints on the profession of librarianship for today and tomorrow. The column ends with this entry.  相似文献   

Intimidated by a Number     

Lorraine Busby 《期刊图书馆员》2016,71(1):9-13

Bibliographic and citation products are a mature market with limited potential for new sales and new revenue streams. Commercial vendors appear to have responded by reformatting and reconfiguring their existing products to quantitatively track and integrate reputational rankings with research activities and outputs. By repurposing and customizing the foundational data found in citation and bibliographic products, new sales are possible that tap into the massive growth in research expenditure and budgets outside of libraries. Librarians are encouraged to apply numeric literacy skills to ensure that context and meaning are applied to the data derived from these products so as to avoid misrepresentation, intimidation, and tyranny of numbers.  相似文献   

Emeritus professors: Correlates of professional activity in retirement     

Lorraine T. Dorfman 《Research in higher education》1980,12(4):301-316

The major purpose of this study was to investigate correlates of professional activity of professors in retirement. The investigation focused on a number of variables related to the nature of academic work, including professional role orientation, professional affiliations and contacts, material supports, department, and the state of knowledge in various fields. Sixty-four University of Iowa emeritus professors who continued to reside in the Iowa City area during the entire year, and thus had opportunity to maintain University contacts and use University facilities, were interviewed. The most striking finding was the high degree of consistency between level of professional activity during the preretirement career and level of professional activity in retirement. Significant correlates of professional activity in retirement included rated importance of research or other creative work, strength of ties to colleagues and professional organizations outside the University, contacts with former students, and departmental membership in the older, traditional professions.This article is based in part on the author's Ph.D. dissertation submitted to the Department of Higher Education at The University of Iowa and was partially supported by a 1978 Research Award in gerontology from the Multidisciplinary Gerontology Center of The University of Iowa, Iowa State University, and The University of Northern Iowa. The author wishes to acknowledge the valuable suggestions made by Professors H. Bradley Sagen, Department of Higher Education, and Hallowell Pope, Department of Sociology, throughout the study.  相似文献