Practical stability in terms of two measures for fractional order dynamic systems in Caputo's sense with initial time difference     

Muhammed Çi̇çek  Coşkun Yakar  Mustafa Bayram Gücen 《Journal of The Franklin Institute》2014

The initial time difference practical stability in terms of two measures has been investigated for nonlinear fractional differential equations in Caputo's sense and these properties have been unified with Lyapunov-like functions to establish a comparison result.  相似文献   

Stimulating Prewriting Skills with the Help of Pictorial Images     

Uršula Podobnik 《Teaching Artist Journal》2017,15(2):51-63

Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we still need to emphasize that certain activities are not in balance with the needs, abilities, and potentials of a preschool child. At the same time some other possibilities are not being used enough (e.g., visual art). The present research introduces this aspect and presents training prewriting skills based on visual art activities given that visual art represents one of the primary media that every child spontaneously uses in his or her preschool years.  相似文献   

Negative school factors and their influence on math and science achievement in TIMSS 2003     

Tina Vršnik Perše  Ana Kozina  Tina Rutar Leban 《Educational studies》2011,37(3):265-276

The aim of the present study was to conduct an analysis of TIMSS (Trends in International Mathematics and Science Study) 2003 database and to determine how negative school factors, such as aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. National analyses for Slovenia show significant associations between math and science achievement and the experience of aggressive behaviour. Students who experienced aggressive behaviour scored lower in math and science, both in the fourth and in the eighth grade. The results of the regression analysis show that negative factors, such as aggressive behaviour, are good predictors of educational achievement in Slovenia. International analyses for the selected countries (high‐ and low‐achieving countries from the whole TIMSS population) confirm that this type of finding is culturally impartial as well as valid for the level of achievement both in math and in science.  相似文献   

Information and communication: An outline of a possible general theory of sign information     

V. Smetáček 《Information processing & management》1979,15(4):173-177

All live systems acquire and use knowledge to ensure appropriate efficiency in the mutual intercourse with the surrounding environment. Knowledge can be communicated only when the subject's internal model of the object of reality is objectified by means of a certain set of physical signs. Such an externalized model, a communicate, is to be accepted, adequately understood and evaluated by other relevant live systems. The information value of a communicate is therefore a function not only of the communicate itself but of the needs, aims, expectations and possibilities of relevant live systems as well. The information value of the same communicate can vary within a set of those systems. The determination of regularities in the relations between the information value of communicates, their content similarity and distinctive features of live systems producing and using them is a problem for experimental and empirical studies.  相似文献   

Freizeitgestaltung der Schüler Höherer Lehranstalten in Slowenien/Jugoslawien (Fortsetzung)     

F. Pediček 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(4):507-510

Ohne Zusammenfassung  相似文献   

Approaches to and instruments of public relations: Higher education in the Czech Republic     

Petr Pirozˇek  Marie Heskova´ 《Higher Education in Europe》2003,28(4):487-494

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The Concept of Self‐Management and the Socio‐Economic Background of Decision‐Making in Education: the Yugoslav model     

Nikša Nikola Šoljan 《比较教育学》1978,14(1):65-69

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Basic trends in workers' education     

Ašer Deleon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):301-309

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Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives     

Nataša Pantić  Mary Taiwo  Amanda Martindale 《Teachers and Teaching》2013,19(2):220-239

ABSTRACT

Student teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education.  相似文献   

Prospective primary teachers’ shift in locus of control and pedagogy focus     

Lipovec  Alenka  Podgoršek Mesarec  Manja 《Journal of Mathematics Teacher Education》2021,24(4):361-373

Journal of Mathematics Teacher Education - This paper presents the findings of an empirical research project, designed with a combination of qualitative and quantitative methodology. Our goal was...  相似文献