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排序方式： 共有4783条查询结果，搜索用时 15 毫秒
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Peter Wood 《Academic Questions》2014,27(2):244-251
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Peter Wood 《Academic Questions》2015,28(4):495-501
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Tobias Brndle 《Higher Education Quarterly》2016,70(4):354-383
Recently, it has been discussed how actors at universities perceive the Bologna Process. However, there is a lack of understanding about the determinants influencing attitudes towards the reform. In particular, the relation between education policy ideals and perceptions of the Bologna Process has gone unobserved. Based on a survey at three universities in North Rhine‐Westphalia in Germany, this article shows that a congruence of education policy ideals with the goals of the Bologna Process leads to a more positive perception of the reform. Ordinary least squares (OLS) regression models show that these findings are stable when controlled for socio‐demographic characteristics, changes of everyday work and involvement in the implementation of the Bologna Process. Thus, it is worthwhile to take into account the education policy ideals of involved actors when analysing perceptions of educational reforms. 相似文献
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Peter Olaf Looms 《Educational Media International》2013,50(4):175-182
Abstract This article explores the case of the videodisc in the context of the progress of technological innovation in the field of education. It looks at what the medium has to offer and the ways in which it is currently being used, before going on to consider the factors that may impede its acceptance and what can be done towards ensuring its implementation. 相似文献
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Peter Davies 《Curriculum Journal》2013,24(2):217-232
This article describes the adaptation of ‘story grammar’ to developing the subject understanding and literacy of 14–16-year-old students. ‘Story grammar” analyses the structure of episodes of a typical story and it was developed through research into the narrative development of younger, frequently language-delayed, children. Reasons for expecting this story grammar to provide a helpful basis for teaching older students are summarized. An application of story grammar in teaching business studies is described through the activities designed for students and evidence from students' work. Implications for understanding of literacy in a subject context are discussed. 相似文献
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