Introduction: Education for Reconciliation and Conflict Resolution     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(2-3):145-156

International Review of Education -  相似文献   

Democratic participation in rural Tanzania and Zambia: The impact of civic education
By Satu Riutta. First Forum Press, Boulder/London 2009, 225?pp. ISBN 978-1-935049-14-2 (hbk)     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,33(4):751-753

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Diffraction: Onto-Epistemology,Quantum Physics and the Critical Humanities     

Birgit Mara Kaiser  Kathrin Thiele 《Parallax》2014,20(3):165-167

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Porcelain mounted: Baroque East-Asian interior decoration at Schönbrunn Palace,Vienna, Austria     

Birgit Müllauer  Gabriela Krist  Elfriede Iby  Manfred Trummer  Tatjana Bayerova 《文物保护研究》2014,59(5):S256-S257

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Ethical Boundaries among Freelance Journalists*     

Birgit Røe Mathisen 《Journalism Practice》2019,13(8):1008-1012

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Ethical Boundaries among Freelance Journalists     

Birgit Røe Mathisen 《Journalism Practice》2019,13(6):639-656

This article sheds light on the professional role of freelance journalists and examines ethical dilemmas faced by Norwegian freelance journalists. Freelancers and self-employed journalists have to manage their own financial interests and secure their income, as well as the professional ethics of journalism. Finding themselves placed between autonomy and precarity, these freelancers are also engaged in non-journalistic activities, such as PR, because these kinds of jobs usually pay better than news work. This article discusses freelancers and ethical dilemmas. Further, it addresses how freelancers deal with the blurring borders between journalism and PR.  相似文献   

External peer review of assessment: an effective approach to verifying standards?     

Sue Bloxham  Jane Hudson  Birgit den Outer  Margaret Price 《高等教育研究与发展》2015,34(6):1069-1082

There is growing international concern to regulate and assure standards in higher education. External peer review of assessment, often called external examining, is a well-established approach to assuring standards. Australian higher education is one of several systems without a history of external examining for undergraduate programmes that is currently considering the approach. What can entrants to external examining at that level learn from the UK higher education system's long history of external examining? To that end, this paper reports on a mixed methods research project designed to investigate current practices in how academic standards are conceived, constructed and applied by external examiners and debates the implications of the findings for the development of external examining in other countries. The findings suggest that the potential of experienced peers in a subject discipline to provide the assurance of standards is limited. It concludes by presenting various possible enhancements that might be considered.  相似文献   

Languages of instruction and the question of education quality in Africa: a post-2015 challenge and the work of CASAS     

Birgit Brock-Utne 《Compare》2014,44(4):676-680

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Education in South-East Asia
By Colin Brock and Lorraine Pe Symaco (eds). Oxford: Symposium Books, 2011, 348?pp. Oxford Studies in Comparative Education series. ISBN 978-1-873927-56-4 (pbk)     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,5(1):581-583

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Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes     

Ning Liu  Birgit Neuhaus 《International Journal of Science Education》2013,35(10):1531-1550

This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in the study. Each teacher was videotaped for 1 lesson on the topic blood and circulatory system. Before and after the lessons, the students completed tests and questionnaires. Chi-square analysis was conducted to compare the boys' and girls' participation rates of answering teachers' questions in the lessons. The findings revealed that in the urban classrooms the boys had a significantly higher rate of participation than did the girls, and hence also a higher situational interest. However, no such gender inequity was found among the rural students. The study also revealed that urban students answered more complicated questions compared with the rural students in general. The findings of this study suggest that the teachers should try to balance boys' and girls' participation and involve more students in answering questions in their lessons. The study also raises questions about long-term effects of students' participation in answering teachers' questions on their outcomes-knowledge achievement, situational interest and SET.  相似文献