Part-time study at postgraduate level     

Renate Simpson 《Higher Education Quarterly》1970,24(2):201-211

  相似文献   

Pathsways to school achievement in very preterm and full term children     

Wolfgang Schneider  Dieter Wolke  Matthias Schlagmüller  Renate Meyer 《European Journal of Psychology of Education - EJPE》2004,19(4):385-406

Individual differences in academic success were investigated in a geographically defined whole-population sample of very preterm children with a gestational age of less than 32 weeks or a birth weight of less than 1500 gm. The sample consisted of 264 very preterm children (75.6% of German-speaking survivors) and 264 controls matched for gender, socioeconomic status, marital status and age of mother, who were studied from birth. The present analyses focused on the impact of cognitive skills assessed at ages 6 and 8 on academic success at the age 13. IQ scores, prereading skills, reading, spelling, and math performance assessed during the last kindergarten year and again at the end of Grade 2 were used as predictors of academic success in early adolescence. Differences between very pretern children and controls in cognitive abilities already observed in earlier assessments remained stable over time, with controls on average performing more than half a standard deviation above the level of preterm children. Preterm children also performed poorer on the literacy measures and indicators of math performance. Multivariate and causal modeling revealed different prediction patterns for the two groups. Whereas IQ was particularly important for the prediction of academic success in the pre-term sample, general IQ was less relevant for the prediction of academic success in the control group. When subgroups of at-risk children were formed according to birth weight categories, we found that school problems were most pronounced for children with extremely low birth weight (1000 gm and less).  相似文献   

Book reviews     

Hans Bolewski  Dennis L. Buckley  A. D. Weir  Ranko Bulatović  Arthur Hearnden  Horst Widmann  Rudolf Tippelt  Edmund King  Arieh Lewy  Udo Bude  Herbert Bergmann  Renate Nestvogel  Richard B. Baldauf Jr.  Sandra Taylor  Kenneth Robinson  Lilian G. Katz  Raquel Betsalel-Presser 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(1):103-128

  相似文献   

Developing and validating a competence profile for Development Agents: an Ethiopian case study     

Chalachew Tarekegne  Renate Wesselink  Harm J. A. Biemans  Martin Mulder 《The Journal of Agricultural Education and Extension》2017,23(5):427-441

  相似文献   

What makes academic careers less insecure? The role of individual-level antecedents     

Renate Ortlieb  Silvana Weiss 《Higher Education》2018,76(4):571-587

The early stages of an academic career are fraught with insecurity. By focusing on the individual and his or her background, this article sets out to analyse and develop theories for this insecurity. We see academic career insecurity as a mix of how much someone wants to pursue a job in academia and what they feel is the probability of reaching their goal. The article draws on concepts of boundaryless careers and protean careers to theorise about the antecedents of insecurity. Empirical analysis is based on survey data from early-career researchers at a large Austrian university. The findings indicate that the most important individual factors that reduce academic career insecurity are the willingness to be geographically mobile, self-attribution of previous career success, a high proportion of working time devoted to research and networking, as well as being at an advanced career stage. The article demonstrates the potential and limits of the boundaryless and protean career concepts for studying academic careers. Practical measures are that universities should provide early-career researchers with temporal space for research and networking, facilitate stays at other universities, inform them about career success factors, and tailor faculty development programmes to the distinct stages of academic careers.  相似文献   

Utilization of design principles for hybrid learning configurations by interprofessional design teams     

Petra H. M. Cremers  Arjen E. J. Wals  Renate Wesselink  Martin Mulder 《Instructional Science》2017,45(2):289-309

Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design. In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.  相似文献   

Fear Appeals in Health Communication: Should the Receivers’ Nationality or Cultural Orientation be Taken into Account?     

Carel Jansen  Renate Verstappen 《Journal of Intercultural Communication Research》2014,43(4):346-368

This study investigated the influence of both nationality and cultural orientation on reactions to fear appeal messages including a self-targeted or a family-targeted threat. Participants from Spain (n = 138) and from the Netherlands (n = 127) either read a version of a story that accentuated the misery of a girl suffering from chlamydia, or a version that focused on her parents’ sorrow. Cultural orientation was assessed using a scale for measuring individualism and collectivism, and a scale for measuring familism. Contrary to claims from the earlier studies, neither nationality nor cultural orientation proved to interact with message version on any of the outcome variables.  相似文献   

Learning Networks in German Schools and Teacher Education     

Renate Schulz‐Zander 《欧洲师范教育杂志》1997,20(1):61-70

In the nationwide project “Schulen ans Netz” in Germany a network will be created to give a support for information, communication and collaboration of schools, universities and institutes. In the IKARUS project at the University of Dortmund a multimedia learning environment is being developed and evaluated to educate teacher students on the topic of Information and Communication Technology. It integrates the information, communication and collaboration aspects of the media in a study laboratory.  相似文献   

New Systems Produced by Systemic Change     

Wendy Battino  Jo Clem  Renate N. Caine  Charles M. Reigeluth  Carrie Chapman  David J. Flinders  Larissa V. Malopinsky 《TechTrends》2006,50(2):51-56

  相似文献   

Developing competence profiles for educators in environmental education organisations in the Netherlands     

Renate Wesselink  Arjen E.J. Wals 《Environmental Education Research》2011,17(1):69-90

This qualitative study explores the meanings and possible merits of introducing competence profiles for enhancing professional development in the environmental education sector in the Netherlands. It presents the three most important environmental education jobs and their underlying competencies alongside their core professional challenges, as identified by environmental educators and experts in the Netherlands. The jobs are: education practitioner, programme leader, and organisational manager. The core professional challenges for the education practitioner entail: developing demand‐driven instructional programmes and spontaneous, ad‐hoc programmes, and addressing task and goal orientations. For the programme leader, they are acquisition of new projects, quality assurance, and project management; and for the organisational manager, they are human resource management, financial management, representing the organisation and showing its performance. The results of the study should inform educational institutions how to develop relevant programmes for future environmental educators, and for the professional development of environmental educators in environmental education organisations.  相似文献