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31.
32.
How is Biological Explanation Possible? 总被引：2，自引：0，他引：2
33.
There have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers’ verbal behaviour towards the genders that is quite similar to the imbalance found in teachers’ behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation in order to be able to make a fair comparison between the two levels. The results showed considerable differences in the teachers’ verbal behaviour towards the genders in the secondary school from that of teachers in the primary school. Where the primary school data showed teachers interacting more with the boys than the girls and the boys being less on‐task than the girls, the secondary school data showed no such differences. 相似文献
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Manuel Souto Otero 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(5):135-154
The article focuses on the financial issues and family background of Erasmus students. It examines the costs of Erasmus study
periods in the academic year 2004/05 and the socio-economic background of Erasmus students that year, based on over 15000
survey responses. Results are compared with those of a similar survey undertaken in 1998 to track changes over the last decade.
The main question that the article addresses is whether international mobility of higher education students within the Erasmus
programme has been expanded to more students from lower socio-economic backgrounds during this period. We find that, in spite
of still important socio-economic barriers to the take-up of the programme, access has been moderately widened. 相似文献
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Alex Kesselman Kirill Kogan Michael Segal 《Informatik - Forschung und Entwicklung》2006,23(3):238-240
Informatik-Patente
Informatik-Patente 相似文献38.
Debbi Weaver Diane Robbie Alex Radloff 《International Journal for Academic Development》2013,18(3):212-225
This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed. 相似文献
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