Letter from the Editors     

Berg  Craig  Enochs  Larry G. 《Journal of Science Teacher Education》2003,14(3):145-145

Journal of Science Teacher Education -  相似文献   

How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?     

Floris M. van Blankenstein  Nadira Saab  Roeland M. van der Rijst  Marleen S. Danel  Aaltje S. Bakker-van den Berg  Paul W. van den Broek 《Educational studies》2019,45(2):209-225

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THE EUROPEANIZATION OF HIGHER EDUCATION: INTEGRATION AND DIVERSITY AS VIEWED FROM EASTERN EUROPE     

Carin Berg  Lazãr Vlãsceanu 《Higher Education in Europe》1991,16(4):4-17

The question asked by the authors is how best to build the common Europe of the Universities in the context, on one hand, of the establishment of the single market of the European Community countries and, on the other hand, the end of Communism in eastern Europe. That the universities of Europe as a whole will increasingly come together is a certainty; however, the process will be long and sometimes complicated. East and West need information on each other's universities and higher education systems, this for the myriad necessities of comparability and recognition. The West, in particular, needs a clear picture of what happened to eastern European universities during a period in excess of forty years during which they were very isolated. The authors illustrate many of the peculiarities of universities under communism with reference to the Romanian situation. However, the reader is cautioned that eastern Europeans themselves perceive as many differences among the universities of their various countries as similarities. Cooperation agreements, exchanges of teachers and of students, and other kinds of East‐West links will be established, and the result will be the greater affirmation of academic unity in diversity.  相似文献   

A discursive turn: rhizovocality as re‐iteration of voice     

Kris Sloan 《International journal of qualitative studies in education》2013,26(5):719-720

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Joseph Priestley Across Theology, Education, and Chemistry: An Interdisciplinary Case Study in Epistemology with a Focus on the Science Education Context     

Kevin C. de Berg 《Science & Education》2011,20(7-8):805-830

This paper discusses the findings of a search for the intellectual tools used by Joseph Priestley (1733?C1804) in his chemistry, education, and theology documents. Priestley??s enquiring democratic view of knowledge was applicable in all three areas and constitutes a significant part of his lifework. Current epistemological issues in science education are examined from the point of view of the nature of theory and experiment as observed in Priestley??s writings and as espoused in modern philosophy of science. Science and religious faith issues in the context of science education are examined from the point of view of one??s understanding of sacred texts, and the suggestion is made that a Priestleyan model of ??the liberty to think for oneself?? and ??to hold knowledge with humility and virtue?? could prove helpful in dealing with the known divergent opinions in relation to science, education, and religion.  相似文献   

Library 2.0: A Guide to Participatory Library Service,Michael Casey and Laura Savastinuk     

Kris Stacy-Bates 《期刊图书馆员》2013,64(1-2):310-312

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Eric Scerri: <Emphasis Type="Italic">Selected Papers on the Periodic Table</Emphasis>     

K. C. de Berg 《Science & Education》2010,19(9):935-938

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Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway?     

Elisabet Solheim  Lars Wichstrøm  Jay Belsky  Turid Suzanne Berg‐Nielsen 《Child development》2013,84(5):1701-1715

Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 (SD = 3.0) months of age, from Trondheim, Norway were used to examine whether such negative effects, would emerge in Norway, a country with a different child‐care system. The children's externalizing problems and social competence were unrelated to their child‐care experience. More time spent in child care during the first 4.5 years of life and experiencing peer groups of < 16 or > 18 children predicted greater caregiver–child conflict. The effect sizes were small. The results are discussed in terms of cross‐national child‐care differences.  相似文献   

Book reviews     

Lou Smith  Owen Van Den Berg  Zoë-Jane Playdon 《Educational Action Research》2013,21(2):383-392

The following books are reviewed.

Teaching Public Issues in the High School D. W. OLIVER & J. P. SHAVER (1966) Boston: Houghton Mifflin.

Professional Experience and the Investigative Imagination: the ART of reflective writing RICHARD WINTER, ALYSON BUCK & PAULA SOBIECHOWSKA (1999) London: Routledge. 240 pp. ISBN 0 415 19542 X (hb) £50.00, ISBN 0 415 19543 8 (pb) £ 16.99  相似文献   

Sunken places and zones of non-being: Black life in white imaginaries     

Kris F. Sealey 《Educational Philosophy and Theory》2013,45(13):1290-1292

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