Book reviews     

Robin Barrow  Carol Nash  L. E. H. Trainor  Ruth Weir  Mario O. D'Souza 《Interchange》1994,25(4):395-405

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Educational Needs and Policies for Continuing Education     

Mario Reguzzoni S.J. 《比较教育学》1994,30(1):55-61

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Measuring scientific performance of public research units for strategic change     

Mario Coccia   《Journal of Informetrics》2008,2(3):183-194

This research presents a new metrics to measure and assess the scientific performance of public research institutes, which improves models based on standard multivariate techniques. These models called Research Lab Evaluation (RELEV) adjusted are successfully applied to Italian public research institutes, operating in five scientific fields. In addition, the paper presents a comparison between this method and the Data Envelopment Analysis to show some analogies and differences in the results.  相似文献   

Interrupting commemoration: thinking with art,thinking through the strictures of Argentina's Espacio para la memoria     

Mario Di Paolantonio 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):745-760

Recently, a few buildings within the Espacio para la memoria in Buenos Aires have been designated as a UNESCO Centre where, amongst other educational activities, evidentiary materials of the past repression are to be stored and displayed. Another building in the complex houses a Community Centre operated by the Mothers of the Plaza de Mayo, where the mandate is to learn about and continue the revolutionary ideals of those disappeared during the repression. Amid these commemorative projects, designating a space for exhibiting art presents a significant opportunity for posing difficult questions, which go beyond the terms of information and idealization. Through a close reading of Diana Dowek's art exhibit, ‘A Long March’, the paper invites us to consider how art can draw out a particular haunting temporality that holds the present open to provocative questions that are difficult to pose and sustain amid the strictures of this commemorative site.  相似文献   

Theorizing the razor’s edge of love and rage in research and praxis     

Cindy Cruz  Wanda S. Pillow 《International journal of qualitative studies in education》2019,32(2)

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Toward an epistemology of a brown body     

Cindy Cruz 《International journal of qualitative studies in education》2013,26(5):657-669

In its current emphasis on all that is analytic and cognitive, the absence and elusiveness of the body in educational research defines and delineates any consideration of how new identities, particularly the emerging identities of Latina/o lesbian and gay youth, are being invented within a contestation of dominant discourses of race, class, gender, and sexuality. In a reevaluation of the writings of Chicana theorists Cherrie Moraga and Gloria Anzaldua, this paper locates the brown body as central in an ongoing practice of negotiation in which multiple, often opposing, ideas and ways of being are addressed, appropriated, and negotiated. The brown body, with its multiple and often oppositional intersections of sociopolitical locations, must be acknowledged in its centrality in creating new knowledges. For the educational researcher, understanding the brown body and the regulation of its movements is fundamental in the reclamation of narrative and the development of radical projects of transformation and liberation.  相似文献   

VII GROUP WORK WITH MEN – A CASE STUDY     

Mario Cestaro 《Religious education (Chicago, Ill.)》2013,108(6):398-401

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An illustration to assist in comparing and remembering several multiplicity adjustment methods          下载免费PDF全文

Mario Hasler 《Teaching Statistics》2017,39(1):14-15

There are many well‐known or new methods to adjust statistical tests for multiplicity. This article provides an illustration helping lecturers or consultants to remember the differences of three important multiplicity adjustment methods and to explain them to non‐statisticians.  相似文献   

Achieving scientific excellence: An exploratory study of the role of emotional and motivational factors     

Liliana S. Araújo  José Fernando A. Cruz  Leandro S. Almeida 《High Ability Studies》2017,28(2):249-264

This study investigates the perceived role of psychological factors in achieving excellence in scientific research. Six outstanding scientists aged 33–42 were interviewed. Data were analyzed inductively resulting in three main dimensions: personality traits and characteristics, psychological skills and processes, and task-specific strategies. Researchers highlighted the importance of emotional factors and motivational processes to achieve and sustain scientific excellence. Flexible coping, emotion regulation, and goal setting were emphasized and described as particularly important in dealing with rejections, setbacks, and team management issues. Persistence and adaptive perfectionism were key individual characteristics which helped participants in nurturing and sustaining motivation. This study suggests that the specific impact of emotional, motivational, and other psychological skills at different stages of excellence development is relevant; yet, further investigation is needed.  相似文献   

Invest for the Long Term or Attend to Immediate Needs? Schools and the Employment of Less Educated Youths and Adults     

Inãki Santa Cruz  Gregori Siles  Natalija Vrecer 《European Journal of Education》2011,46(2):197-208

For the past 20 years, researchers worldwide have shared a consensus that tracking leads to failure in school. But educational systems continue to use this practice for many reasons. One argument used to support the practice is that students who enter the vocational track early in their careers tend to enter the labour market more quickly. Data show, however, that when these people are in their 40s, they become the most vulnerable to poverty, especially during periods of economic recession. In addition to moving towards more comprehensive educational systems as the best long-term way to improve the chances of all future adults, our research demonstrates that schools can play a key role in preventing and reversing the risk of unemployment and poverty of low educated youth. The INCLUD-ED project has analysed effective actions in eight European countries (Slovenia, United Kingdom, Italy, Austria, Romania, Belgium, Finland, and Spain) that respond to the educational needs of those who have experienced tracking. These effective alternatives are vocational programmes that include an academic-type of curriculum and allow students to move to higher education, as well as adult education programmes in schools which meet families' training needs, improving their opportunities in the labour market.  相似文献