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ABSTRACT Using data from the Russian Longitudinal Monitoring Study – Higher School of Economics (RLMS), we estimate the relationship between the sense of control, measured as the belief that one has control over one’s important future life circumstances and job-related training for women and men in a transitional context. We test the theory of alternative resources and the critical approaches in the analysis of the role of gender in individual outcomes from training. We show that while job-related training is associated with higher sense of control (measured using Pearlin Mastery Scale), its effect varies by gender and therefore, its absolute value is limited. We conclude that job-related training exacerbates the existing differences in the sense of control between women and men in Russia, which can potentially have prolonged, negative effects on the wider outcomes of women in the labour market. 相似文献
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Natalia Mehlman Petrzela 《Peabody Journal of Education》2013,88(4):406-424
The federal Bilingual Education Act (BEA; 1968) augured a new era in the national politics of diversity, schooling, and state, and California became symbolic of the problems and promise of bilingual pedagogy. This article explores how the BEA was pivotal not only in conceiving a federal commitment to the educational achievement of limited-English-speaking children but also in spurring state and local action. Yet close attention reveals how philosophically and fiscally limited were the terms of the federal act. California had been experimenting with bilingual education in many districts, where innovative programs operated independently of state or federal involvement. On one hand, the emerging legislative structure embodied by the federal BEA pushed districts and states to question the received attitudes about Mexican American underachievement that permeated their practice. On the other hand, the BEA supplanted earlier, locally developed programs, increasing oversight and enforcement and often casting districts as villains and at times even checking adventurous earlier programs. In the 1960s, Californians as well as national politicians and educators engaged in an unprecedented, bipartisan dialogue about bilingual education, in which California conservatives earnestly advocated albeit moderate programs during these early but crucial years in the modern history of bilingual education. 相似文献
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This study examined the effectiveness of a physical display for increasing use of business e-books. The authors created three topical displays and compared the average use of the display titles to the average use of titles in the general collection. The overall rate of use for display e-books (12.3%) was lower than the average rate of use for nondisplay e-books (14.4%), suggesting that displays are not effective tools for increasing business e-book use. However, one display had a significantly higher average rate of e-book use (26.6%), suggesting that factors other than visibility may affect e-book use. 相似文献
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Natalia S. Ladyzhets 《Higher Education in Europe》1996,21(2-3):132-138
A wide‐ranging discussion of the problems facing Russian higher education in the period of transition is introduced. Although enrollment and employment levels in higher education continue to be high and have not suffered the sorts of cuts as in the other sectors of the Russian economy, much must be done to increase the efficiency of the system. For the author, the key to increased modernization and efficiency is increased reliance on the information technologies in all areas of teaching, learning, and research. She cites the case of World University in California that is completely an on line operation even while arguing that certain elements of traditional higher education should be retained in the Russian Federation. She is persuaded that both humanistic and scientific subjects and programmes can benefit from informatization. The result will be a world‐class higher education system for Russia. 相似文献
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The present study investigates the plasticity of altruistic behavior in children, analyzing the effect of a short intervention on 6- to 7-year-olds. After a 10-session intervention performed in a school context, altruism significantly increased. The intervention, which included relaxation practices, cooperative activities and emotional security priming, positively modulated altruistic behavior in children, beyond reciprocation and reputation. The experiences of collaborating, feeling emotional security and attaining moments of relaxation increased participants’ awareness of themselves and of others, favoring the emergence of intrinsic altruism. These results are in line with our hypothesis that altruism is an embodied human resource, highly susceptible to experience within social contexts. 相似文献
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Miguel A. Muñoz-García Guillermo P. Moreda Natalia Hernández-Sánchez Vanesa Valiño 《Journal of Science Education and Technology》2013,22(5):729-734
Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as “laboratory monitors.” A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area 相似文献
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Natalia Kovaleva 《Tertiary Education and Management》2013,19(4):283-293
Abstract In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the implementation process higher education institutions (HEIs) have considerable degree of autonomy, assuming that the implementation of Bologna is a top‐down linear policy implementation process does not account for the developments taking place, which produce implementation difficulties at several different levels. Constraints resulting from economic concerns at European and national levels may be an obstacle for the Bologna's contribution to a social Europe. 相似文献
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