Book review     

Nina Saunders 《Journal of Adventure Education & Outdoor Learning》2013,13(1):103-104

  相似文献   

Academic Users' Information Searching on Research Topics: Characteristics of Research Tasks and Search Strategies     

Jia Tina Du  Nina Evans 《The Journal of Academic Librarianship》2011,37(4):299-306

This project investigated how academic users search for information on their real-life research tasks. This article presents the findings of the first of two studies. The study data were collected in the Queensland University of Technology (QUT) in Brisbane, Australia. Eleven PhD students' searching behaviors on personal research topics were observed as they interacted with information retrieval (IR) systems. The analysis of search logs uncovered the characteristics of research tasks and the corresponding search strategies.  相似文献   

Cancer clinical trials in the era of genomic signatures: biomedical innovation, clinical utility, and regulatory-scientific hybrids     

Kohli-Laven N  Bourret P  Keating P  Cambrosio A 《Social studies of science》2011,41(4):487-513

  相似文献   

Research to Practice: Observing Learning in Tinkering Activities     

Joshua P. Gutwill  Nina Hido  Lisa Sindorf 《Curator: The Museum Journal》2015,58(2):151-168

As tinkering and making spaces proliferate in museums, many researchers, practitioners, funders, and policy‐makers seek to understand what constitutes learning‐through‐tinkering. To support discussion of tinkering‐based learning, the Exploratorium sought to articulate and refine a valid, evidence‐based definition of learning in its permanent on‐floor Tinkering Studio. We studied and made videos of fifty learners and their companions in one of three tinkering activities in the Tinkering Studio. A team of researchers and practitioners used the videos to refine frameworks for learning and facilitation (initially developed in a prior project), leading to the identification of four Dimensions of Learning and three broad Facilitation Moves. We created a Tinkering Library of Exemplars that categorizes over one hundred video clips according to these frameworks. The Library may help articulate important aspects of learning and facilitation, give voice to practitioners’ values in defining learning‐through‐tinkering, and lay a methodological foundation for gathering evidence for such learning. The Library is available for download.  相似文献   

Socioeconomic Background of University Students in Finland after World War II     

Arto Nevala 《Scandinavian Journal of Educational Research》2013,57(4):293-303

In Finland higher education has expanded and the number of students has increased since World War II. During the period front 1945 to 1985 the socioeconomic background of new university students has also changed. The article analyses the change in the socioeconomic background of Finnish students in higher education as a whole. In different parts of Finland new students come from different socioeconomic groups. In southern and south‐western Finland, in particular, most of the new students come from upper socioeconomic groups. The differences in the socioeconomic background between regions of the country have increased during the 1980s. The new students are consistently found to come from upper socioeconomic classes especially in medicine, law, economics and technology. In contrast, in the humanities and in education the distribution of the new students according to socioeconomic background corresponds better to that of the whole population. In the near future Finnish higher education will face new challenges: from the viewpoint of economy, the “golden years” are now over and on the other hand equality has fallen out on fashion.  相似文献   

Cultural clash and educational diversity: Immigrant teachers' efforts to rescue the education of immigrant children in Israel     

Alek D. Epstein  Nina G. Kheimets 《International Studies in Sociology of Education》2013,23(2):191-210

Thousands of immigrants who arrived from the former USSR during the past decade have drastically changed the Israeli educational system. However, constituting about 12% of the potential labour force of educators, immigrant teachers represent less than 5% of the actual teaching staff; 69% of immigrant students in the 17-year-old age cohort do not possess a matriculation certificate. This article presents the results of research that studied probably the most prominent effort to rescue the education of immigrant children, namely the Mofet system, which was founded by a group of immigrant teachers in 1991. Today's Mofet runs more than 20 supplementary evening schools around the country and five day-schools. The development of the Mofet group for the advancement of education is one of the most significant examples of the consolidation trends among the Russian-speaking intelligentsia in Israel. However, the authors argue that though Mofet's success is directly linked to the general education system's failure to meet immigrants' needs, it does not express Russian immigrants' desire for socio-cultural segregation.  相似文献   

Geographic Variations in Cost of Living: Associations With Family and Child Well‐Being     

Nina C. Chien  Rashmita S. Mistry 《Child development》2013,84(1):209-225

The effects of geographic variations in cost of living and family income on children’s academic achievement and social competence in first grade (mean age = 86.9 months) were examined, mediated through material hardship, parental investments, family stress, and school resources. Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 17,565), higher cost of living was associated with lower academic achievement. For poor children only, higher cost of living was also detrimental to parental investments and school resources. Parental investments and school resources were more strongly associated with achievement for lower income than higher income children. Results suggest that cost of living intersects with income in meaningful ways for family and child well‐being and should be accounted for in the poverty measure.  相似文献   

A Study of the Junior-High-School Assembly     

Nina A. Heller 《Clearing house (Menasha, Wis.)》2013,86(6):356-361

  相似文献   

Use of the Teacher Version of the Strengths and Difficulties Questionnaire with German and American Preschoolers     

Andrew Downs  Paul S. Strand  Nina Heinrichs  Sandra Cerna 《Early education and development》2013,24(4):493-516

Research Findings: The present study evaluated the utility of the Strengths and Difficulties Questionnaire (SDQ) as a teacher-report measure of internalizing and externalizing problems in preschool-age children. Participants included preschoolers drawn from Germany and the United States, with the American sample composed of both English-speaking and Spanish-speaking children. In some respects the SDQ demonstrated adequate reliability and validity across these 3 culturally and linguistically divergent samples, but some problems were noted with the internal consistency of the subscales and the clinical cutoff scores. Practice or Policy: The findings generally support the potential usefulness of the SDQ as a psychopathology screening instrument within culturally and linguistically diverse preschool settings. However, normative studies need to be conducted with preschool samples so that the SDQ cutoff scores used to identify clinically significant emotional and behavioral problems can be appropriately adjusted for age, gender, and culture.  相似文献   

Instructional Sensitivity of a State's Standards-Based Assessment     

Jerome V. D'agostino  Megan E. Welsh  Nina M. Corson 《Educational Assessment》2013,18(1):1-22

Abstract

The accuracy of achievement test score inferences largely depends on the sensitivity of scores to instruction focused on tested objectives. Sensitivity requirements are particularly challenging for standards-based assessments because a variety of plausible instructional differences across classrooms must be detected. For this study, we developed a new method for capturing the alignment between how teachers bring standards to life in their classrooms and how the standards are defined on a test. Teachers were asked to report the degree to which they emphasized the state's academic standards, and to describe how they taught certain objectives from the standards. Two curriculum experts judged the alignment between how teachers brought the objectives to life in their classrooms and how the objectives were operationalized on the state test. Emphasis alone did not account for achievement differences among classrooms. The best predictors of classroom achievement were the match between how the standards were taught and tested, and the interaction between emphasis and match, indicating that test scores were sensitive to instruction of the standards, but in a narrow sense.  相似文献