Joseph Marin,Digital Press Primer     

Fred Dahl 《Publishing Research Quarterly》2007,23(3):238-239

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Testing method for objective evaluation of cross-country ski poles     

Mikael Swarén  Mikael Therell  Anders Eriksson  Hans-Christer Holmberg 《Sports Engineering》2013,16(4):255-264

The aim of the study was to develop an objective classification method for cross-country ski poles. A test device was designed to expose different pole models to maximal loading and impact tests. A load cell measured the axial forces in the pole shafts, and a laser distance meter measured shaft deflection when a load was applied via the wrist strap. In the loading tests, each shaft reached a plateau where no more force could be transferred. This maximal force transfer (MFT) value was a characteristic measure for flexural rigidity and thereby also strength. The developed test method enables a loading that is more similar to real-life skiing than a standard three-point bending test. Results show that the introduction of shaft indices for buckling strength is beneficial for comparison purposes. The MFT is a relevant parameter used in the characterization of poles.  相似文献   

An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students     

Kiruthiga Nandagopal  K. Anders Ericsson 《Learning and individual differences》2012,22(5):597-609

One of the hallmarks of adolescent and adult development of expert performance is its self regulation. This paper reviews different approaches to assessing the use of self-regulated learning (SRL) strategies in high-school and college students and their ability to predict academic performance. The current study assesses the use of SRL strategies with interviews and diaries and their relation to grade point average (GPA) in sixty upper-level college students majoring in science. Their diaries revealed that students with high, average, and low GPAs (assessed before the start of the semester) differed in overall use of SRL strategies and in the use of particular strategies during specific weeks. Methods of assessing and understanding differences in adult self-regulation and subsequent academic performance are evaluated and discussed.  相似文献   

Naturwissenschaftlicher Unterricht und Lernen     

Dr. Yvonne Anders 《Zeitschrift für Erziehungswissenschaft》2012,15(1):171-173

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Authenticity work in higher education learning environments: a double-edged sword?     

Hagvall Svensson  Oskar  Adawi  Tom  Johansson  Anders 《Higher Education》2022,84(1):67-84

Higher Education - Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning...  相似文献   

The confidence and competence in information and communication technologies of practitioners,parents and young children in the Early Years Foundation Stage     

Carol Aubrey  Sarah Dahl 《Early Years: An International Journal of Research and Development》2014,34(1):94-108

A review of evidence on the use of information and communication technologies (ICT) in the early years was commissioned by the British Educational Communications and Technology Agency. Views of practitioners, parents and children were obtained and practitioner ICT audits completed. Most young children grow up in media-rich digital environments in which they actively engage. Family members and practitioners are positive and actively promote use of ICT through ongoing socio-cultural practices. There appears to be a gap between children’s access to and use of ICT at home and in early years settings, and between state-maintained and non-maintained sectors. Training implications are marked. Cost of purchase, maintenance and replacement of age-appropriate digital technology remains a challenge and the development of active pedagogy to maximise benefits of technological advances must generate imaginative solutions.  相似文献   

Inequalities and the curriculum     

Alice Sullivan  Morag Henderson  Jake Anders  Vanessa Moulton 《牛津教育评论》2018,44(1):1-5

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Sapere aude revisited and revised     

Anders Buch  Joakim Juhl 《Educational Philosophy and Theory》2018,50(14):1506-1507

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Sweden’s Double Decade for Roma Inclusion: An Examination of Education Policy in Context     

Nafsika Alexiadou  Anders Norberg 《欧洲教育》2017,49(1):36-55

This article analyzes the Swedish Strategy for Roma Inclusion. Drawing on interviews and documentary materials produced around the Strategy by official sources and Roma organizations, we describe its background, rationale, and evolution, as well as the rifts it has revealed around the issues of minority representation and the framing of inclusion. We describe the Strategy as a framework for education policy, aligned with the European Framework for Roma integration, and discuss it in relation to issues of representation, inclusion, and policy formation. We argue that, at the discursive level, the Strategy has engaged positively with the politics of Roma inclusion and has introduced a number of new issues in the public debate. However, at the same time it has given rise to policy tensions that reflect inadequate representation of and discussions with Roma stakeholders. For policy makers this has presented opportunities to rethink the design of the Strategy and to opt for an open final text that allows for a more versatile and flexible set of policy options to emerge at the local level.  相似文献   

The Reciprocal Relationship Between Technology and Psychology     

Laura Terry  Punya Mishra  Danah Henriksen  Leigh Graves Wolf  Kristen Kereluik 《TechTrends》2013,57(3):34-39

This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.  相似文献