“Theory Repositories” via the Web for Problem-Based Learning     

Jan van der Veen  Maarten van Riemsdijk  Val Jones  Betty Collis 《Interactive Learning Environments》2013,21(3):257-277

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工业革命4.0给科技伦理带来的风险与挑战     

Michal  Val?o邢建华 《福建工程学院学报》2019,(5):458-462

2010年以来,以信息化、智能化、物理、数字和生物等领域新技术融合为标志的工业革命4.0,给社会生产生活带来巨大变化和新的机遇,同时,也使人类陷入前所未有的新的伦理困境。工业革命4.0有其深刻的历史根源,西方主要学术流派对工业革命4.0带来的科技伦理风险进行了反思,并提出了有代表性的观点。在此基础上,系统梳理了全球化时代工业革命4.0的科技进步带来的伦理挑战,探讨了新时代科技与工程教育的新视角、新观点与新方法。  相似文献   

Effect of work:rest cycle duration on fluctuations during intermittent exercise     

Adrien Combes  Jeanne Dekerle  Valérie Bougault 《Journal of sports sciences》2017,35(1):7-13

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Schoolteacher trainees’ difficulties about the concepts of attribute and measurement     

Dominique Passelaigue  Valérie Munier 《Educational Studies in Mathematics》2015,89(3):307-336

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Shifting Perspectives on Comparative Research: A view from the USA     

John N. Hawkins  Val D. Rust 《比较教育学》2001,37(4):501-506

The evolution of scholarship in comparative education in the USA has reached a point where several observations are possible. While there is variation in methodology and theory, three principal perspectives tend to be represented in most contemporary articles published in the top journals in the field. These might be referred to as being area studies based, social science disciplinary based, or development/planning studies based. In this article we briefly trace the evolution of these perspectives, identify some stress points in the field, and look ahead to whether or not the field is facing competition among these perspectives or convergence. We suggest that the field of comparative education, not being bound by one or another of these perspectives, can play a significant role in the reconstruction of learning.  相似文献   

Assessing editors     

Val Stevenson 《Learned Publishing》1991,4(3):173-173

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Portfolios for learning,assessment and professional development in higher education     

Val Klenowski  Eileen Carnell 《Assessment & Evaluation in Higher Education》2006,31(3):267-286

This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality.  相似文献   

The Heterogeneity of Self-Portraits of Gifted Students in France     

Amélie Courtinat-Camps  Line Massé  Myriam de Léonardis  Valérie Capdevielle-Mougnibas 《Roeper Review》2017,39(1):24-36

The objective of this research is to understand the diversity of gifted students’ self-representations through self-portrait analysis. Two hundred twenty-seven French gifted students (intelligence quotient ≥ 130; 45 girls, 182 boys), aged from 9 to 15 years completed the GPS instrument (Genèse des Perceptions de Soi [Genesis of the Self-Concept]). The authors analyzed data with ALCESTE content analysis software (Reinert, 2003). Using a descending hierarchical classification, results suggested a distinct six-class solution, as well as differences between classes depending on degree of academic achievement, age, type of schooling, and gender. These results do not support the notion that gifted students represent a homogeneous population in regard to their self-perceptions.  相似文献   

Double Marking Revisited     

Val Brooks 《British Journal of Educational Studies》2004,52(1):29-46

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Enhancing learning at doctoral level through the use of reflection?     

Val Klenowski  Ingrid Lunt 《Assessment & Evaluation in Higher Education》2008,33(2):203-217

The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students’ perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students’ responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice—major goals of professional doctorate programmes. This small‐scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection—the nature, scope, object, purpose, value and development—which raises the very important question of ‘what counts as adequate reflection and on what grounds’. This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners.  相似文献