Democracy and education in a monetarist society     

Ivan Snook 《Educational Philosophy and Theory》1995,27(1):55-68

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From solo-run to mainstream thinking: project-based learning in engineering design     

Ivan S. Gibson 《European Journal of Engineering Education》2003,28(3):331-337

The paper begins with an overview of project-based learning (PBL) teaching and assessment methods that have been developed as an integral part of a 4-year undergraduate engineering degree programme in Galway, Ireland. The course described was first introduced as a ‘solo-run’ by the author in 1989. The paper goes on to describe comprehensive changes affecting higher educational establishments in Ireland and, in particular, those changes currently taking root in Galway. One such change is the encouragement to introduce a variety of teaching and assessment methods, including PBL. From ‘solo-run’ towards accepted mainstream thinking—interesting times!  相似文献   

Policy change in higher education: the New Zealand experience     

Ivan Snook 《Higher Education》1991,21(4):621-634

For over one hundred years, the structure of the New Zealand education system has been basically stable. After re-election in 1987, however, the Labour government initiated a major reform of the system, from early childhood to tertiary. Although the pace of change has been great, most of the changes are only recently in place or, in the case of the tertiary sector, not yet fully operative. It is, then, too early to assess the consequences of the changes except rather intuitively. Nevertheless, this is an opportune moment to begin to document and analyze the changes in the tertiary sector.  相似文献   

Geomat.dk: Historical Instruments of Navigation—Used as Educational Tools in Mathematics     

Ivan Tafteberg Jakobsen  Jesper Matthiasen 《Interchange》2016,47(1):1-14

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Reviews     

Ivan Crozier  Patricia Fara  Jon Hodge  Brendan Kitts  Robin Knight  Sverre Myhra  David Oldroyd  Elizabeth A. Wilson  Rosemary Robins  Stephen Dovers  John Forge  Harshi Gunawardena  Jenny Tannoch-Bland  Loet Leydesdorff  David Oldroyd  David Oldroyd  David Oldroyd  Nicolas Rasmussen  Greg Restall  Helaine Selin  Michael Shortland  E. E. Sleinis  Fiona Solomon  Scott McQuire  Maurice Crosland  David Farrier  Roslynn Haynes  Sverre Myhra  Colin Russell  Libby Robin  Karin Garrety  Stephen Gaukroger  Stephen Ames  Wendy Varney  Vojislav Bozickovic  Phil Dowe 《Metascience》1996,5(2):71-192

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Development of terminological resources for expert knowledge: a case study in mining     

Ljiljana?Kolonja  Ranka?Stankovi?Email author  Ivan?Obradovi?  Olivera?Kitanovi?  Aleksandar?Cvjeti? 《知识管理研究与实践》2016,14(4):445-456

In this paper we outline an approach to application of ontology in knowledge management. The University of Belgrade Faculty of Mining and Geology research team has developed a terminological resource to support knowledge management in mining engineering. Mining engineering, like all other engineering disciplines, needs comprehensive, consistent and standardized definitions of terms for efficient knowledge management and interoperability among various related IT applications. This goal can best be reached by terminological resources in electronic form organized as thesauruses or ontologies. The resource used to illustrate this approach, RudOnto, is a system of ontologies developed for mining engineering and their application in mining equipment and mine safety domains. Key benefits of applying ontologies in knowledge management, aside from securing interoperability, are enhancement of browsing/searching functions, and reuse and structuring capabilities. Through export to several specific formats, RudOnto ontologies offer the possibility of generating stand-alone terminological resources or ontologies in specific sub-fields, such as mining equipment, mine safety and geostatistics.  相似文献   

Assessing the Quality of Life of Persons with Developmental Disabilities: Description of a New Model,Measuring Instruments,and Initial Findings     

Dennis Raphael  Ivan Brown  Rebecca Renwick  Irving Rootman 《International Journal of Disability, Development & Education》1996,43(1):25-42

A conceptual model of quality of life and associated instrumentation for collecting data from persons with developmental disabilities are presented. The conceptual model assumes that the components of quality of life for persons with developmental disabilities are the same as for all persons. Additionally, in recognition of the complexity and importance of quality of life assessments, a multi‐method, multi‐source approach was developed. Results from a preliminary study provide evidence for the reliability and validity of the instrumentation associated with the model. The meaning of these preliminary results are examined and the issues raised by such assessments are discussed.  相似文献   

Teachers as mediators between educational policy and practice   总被引：1，自引：0，他引：1  

Kevin Brain  Ivan Reid  Louise Comerford Boyes 《Educational studies》2006,32(4):411-423

Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy‐making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education.  相似文献   

Whatever Happened to the Sociology of Education in Teacher Education?     

Ivan Reid  Frank Parker 《Educational studies》1995,21(3):395-413

This paper reviews something of the circumstances and factors which have contributed to the development and present status of the sociology of education in teacher education in England, Wales and Northern Ireland. It reports a survey which presents, through practitioners’ eyes, the discipline's present condition and their view of its future. It contrasts the resulting picture of a demise of the discipline and the pessimism of its practitioners with the condition of the sociology of education outside teacher education. It considers some of the consequences of the decline in the discipline, brought about by a decade of dramatic changes in teacher education.  相似文献   

Practitioner Learning in the Intersections Between Science and Language     

Cabello  Valeria M.  Salinas Barrios  Ivan  Geelan  David 《Research in Science Education》2019,49(4):949-957

Research in Science Education -  相似文献