午餐饭盒短笺     

崔忠军 《海外英语》2006,(12):36-37

寂静的深夜,孩子们都已经上床睡了。洗碗机正在刷洗着碗碟;烘干机正烘干第二堆衣物。我终于有了独处的时间,我想真该感谢上帝,难得有这片刻的闲暇。坐在厨房里的桌子旁边,我看见桌上有几张素描草图。7岁的女儿哈莉一直在画素描。我拿起这几张素描仔细看,嗯。有一张素描画的是我丈夫马克和哈莉在一起的样子。由于勾画他们脸部的线条有点弯曲,他们的笑容显得不太自然。“爸爸爱我,”上面写道。另外一张是哈莉和她的哥哥尼古拉斯在一起玩耍的情景。他们正从一片浅绿色的草地跑过,空中棉花糖般的云彩下面一轮昏黄的太阳。“哥哥在跟我玩,”哈莉…  相似文献   

Learning from children’s voice in schools: Experiences from Ireland     

Catherine Forde  Deirdre Horgan  Shirley Martin  Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509

In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change.  相似文献   

Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning     

Philip C. Abrami  Catherine Poulsen  Bette Chambers 《教育心理学》2004,24(2):201-216

This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation.  相似文献   

Recovering lost histories of educational design: a case study in contemporary participatory strategies     

Catherine Burke 《牛津教育评论》2016,42(6):721-732

Past practices shape and limit the design imagination of teachers, pupils, parents, governors, and others concerned with designing modern schools. Bringing histories of education to the table in the participatory design process of new school buildings and curricula is necessary. Schools having an extraordinary past have the potential to draw from that prefigurative practice. This paper reports a case study on how the Kees Boeke School in The Netherlands recently has returned to its own history in addressing the needs of its current and future learners in a redesign project. Through addressing the question of how the redesign might reflect a reconnection with the original vision of education espoused by Boeke—learning in relative freedom, with awareness of responsibilities for own and community’s well-being—the school management, architects, teachers, and students took part in a participatory design process. That process and the resulting school design is discussed. From this case study we argue that past adventures in education can inspire current redesign. Past experiences as well as concerns and beliefs about the future are an inevitable influence on initiatives to realise schools for the future, both for schools with experimental and those with traditional histories.  相似文献   

From the Didactic to the Dialectic—Intercultural Exchanges in Contemporary Counsellor Education     

Ann Moir-Bussy  Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212

Within the context of the growing development of intercultural counsellor education, the question of how different cultures reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education process. This paper briefly explores these terms and movements and then highlights findings from a research project that took place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process of knowledge development within the counselling education field. Implications for counsellor education are highlighted.

Ann Moir-BussyEmail:

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Turning scientific and technological human capital into economic capital: the experience of biotech start-ups in France     

Catherine D.F. Corolleur 《Research Policy》2004,33(4):631-642

This paper examines how scientific and technological (S&T) human capital is transformed into financial capital through the creation of firms by scientists. The analysis is based on a database describing the positions held by 132 founders from 62 French biotech SMEs. It shows that star scientists engage in highly risky but also valuable firms. Less famous scientists must develop their human capital rather than valorising a stock. The paper concludes by pointing to three paradoxes concerning the commitment and compensation scheme of star scientists and the managerial position of less known scientists.  相似文献   

Publishing perspectives from the British Ecological Society: Partnership,community, collaboration,and innovation     

Emilie Aim  Erika L. Newton  Catherine Hill 《Learned Publishing》2020,33(1):52-56

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The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263-276

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献   

Defining learning as conceptual change in physical education and physical activity settings     

Ennis CD 《Research quarterly for exercise and sport》2007,78(3):138-150

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The Eton Montem custom c. 1750–1844: privilege,pageantry and sanctioned misrule     

Catherine Dille 《Cultural and Social History》2018,15(3):361-377

Montem, a triennial customary march by Eton scholars, consolidated into a public expression of patrician social identity under the patronage of the monarchy in the late eighteenth century. This analysis of Montem’s history traces its development from a boy-led pageant of misrule to a public performance of elite patriotism. The custom, which attracted national attention, sheds new light on boy governance and self-fashioning in the period’s elite schools. This article argues that a study of Montem disrupts the standard historiographical narrative of anarchy and violence in the great schools and suggests that boy culture was more complex than previously acknowledged.  相似文献