The Career Potential of Migrant Scholars: A Multiple Case Study of Long‐Term Academic Mobility in Finnish Universities     

David M. Hoffman 《Higher Education in Europe》2007,32(4):317-331

This multiple case study features interviews with forty‐two migrant scholars, from twenty‐seven countries, in five Finnish universities. In Finland, an aging, culturally homogeneous population is experiencing a rapidly transforming labour force and uncertainties about migration dynamics. This analysis illuminates a surprising degree of stratification, in a society normally associated with the absence of stratification. The framework presented in this study draws on higher education theory to highlight tensions between societal expectations of equity, in an age of global academic capitalism. The implications for stakeholders center on assessing higher education's capacity for explaining change within higher education, as well as society.  相似文献   

Relative preferences for various bivalued ratio schedules     

William Ahearn  Philip N. Hineline  F. G. David 《Learning & behavior》1992,20(4):407-415

Widely cited experiments on optimal foraging have used bivalued distributions as representing environmental stochasticity, characterizing these in terms of their arithmetic means. In contrast, research on free-operant choice has established that organisms prefer variable patterns of food delivery, relative to fixed patterns with the same mean values. To explore such departures from linear averaging, specifically with respect to bivalued alternatives, pigeons were given choices between a fixed-ratio (FR) schedule of food delivery that required 15, 30, or 60 responses and bivalued variable-ratio schedules with an arithmetic mean of 60,5 or 60, A bivalued schedule of 1 and 120 was preferred almost exclusively over each of the FR values. With a bivalued schedule of 15 and 105, there was a shift of preference, most notably in the FR-15 condition, but in no case was linear averaging a good predictor of the birds’ choices. Geometric averaging fared better, but even this failed to represent the apparent salience of the minimum value of the bivalued schedule in some conditions.  相似文献   

Some characteristics of mathematics teaching in Zimbabwean infant and primary school classrooms     

David K. J. Mtetwa 《International Journal of Early Years Education》2005,13(3):255-264

The purpose of this paper is to highlight some observations made in a recent study aimed at describing the nature of current practice in the teaching of mathematics in Zimbabwean infant and primary school grades. It has been observed that the teaching is characterized by, among other things, a preponderance of chorus responses, non‐questioning pupils, lack of problem solving, teaching more than mathematics, more product and less process orientation, and small group work with group leaders. It is proposed that if teachers wish to improve the quality of their teaching then an appropriate starting point is that of apprehending and understanding what they currently do in their classrooms. Such an understanding can be developed through deliberate and serious observation of and reflection on their own current practice. This paper is intended to stimulate that process. It is also suggested that the observations described here can be turned into research questions for investigations that can provide insights into ways of increasing effectiveness of mathematics teaching and learning in primary schools.  相似文献   

CONSOLIDATING LEARNING FROM EXPERIENCE     

David Leat  Steve Mccarthy  Edward Peck 《Assessment & Evaluation in Higher Education》1992,17(2):89-100

The article describes an experiential learning programme at the University School of Education, Newcastle upon Tyne, in which teams of postgraduate trainee teachers undertook problem solving placements in local businesses and public services. The evaluation revealed a contrast between high general satisfaction levels and low perceived relevance to teaching. This is analysed and discussed in relation to the perceptions student teachers develop during their training. The vital importance of briefing and debriefing in experiential programmes is emphasised, as an aid to learning when much of value is easily lost.  相似文献   

Masculinity, Femininity, and Sex Role Attitudes in Early Adolescence: Exploring Gender Intensification   总被引：3，自引：2，他引：3  

Nancy L. Galambos  David M. Almeida  Anne C. Petersen 《Child development》1990,61(6):1905-1914

This longitudinal study of 200 young adolescent girls and boys (mean age 11.6 years in sixth grade) investigated the hypothesis that differences in masculinity, femininity, and sex role attitudes would intensify across the sixth, seventh, and eighth grades (between 11 and 13 years of age) and that pubertal timing (early, on time, late) would play a role in this intensification. Analyses revealed that sex differences in masculinity and sex role attitudes increased across grades, but not sex differences in femininity. Pubertal timing was not associated with this gender divergence, although the evidence is equivocal for boys. The results provide support for gender intensification, but the role of pubertal timing may not be as strong as previously supposed.  相似文献   

Hypothesis testing in students: Sequences,stages, and instructional strategies     

David Moshman  Pat A. Thompson 《科学教学研究杂志》1981,18(4):341-352

Six sequences in the development of hypothesis-testing conceptions are proposed, involving (a) interpretation of the hypothesis; (b) the distinction between using theories and testing theories; (c) the consideration of multiple possibilities; (d) the relation of theory and data; (e) the nature of verification and falsification; and (f) the relation of truth and falsity. An alternative account is then provided involving three global stages: concrete operations, formal operations, and a postformal “metaconstructive”stage. Relative advantages and difficulties of the stage and sequence conceptualizations are discussed. Finally, three families of teaching strategy are distinguished, which emphasize, respectively: (a) social transmission of knowledge; (b) carefully sequenced empirical experience by the student; and (c) self-regulated cognitive activity of the student. It is argued on the basis of Piaget's theory that the last of these plays a crucial role in the construction of such logical reasoning strategies as those involved in testing hypotheses.  相似文献   

Extraordinary Animals and Expository Writing: Zoo in the Classroom     

Guy?TraininEmail author  Kathleen?Wilson  Mimi?Wickless  David?Brooks 《Journal of Science Education and Technology》2005,14(3):299-304

A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) than ‘ordinary’ animals (rabbit, dove). The results are interpreted in terms of motivation, creating situational interest, and the familiarity of the schema available to the students. Policy implications are discussed.  相似文献   

On a theory of instruction: Why different forms of instruction result in similar knowledge   总被引：2，自引：0，他引：2  

David R. Olson 《Interchange》1972,3(1):9-24

Why can instructional processes having widely different topographies—such as teaching through a demonstration (modeling), teaching through verbal explanation, and teaching by simply providing an occasion for the child's direct contingent experience—all result in the development of the same or similar knowledge? A recent series of experiments that examined the role of instruction in the intellectual development of young children provides evidence for the equivalence of different forms of instruction and leads to the postulation of a set of invariant processes of information exchange that underlies the surface characteristics of various forms of instruction.  相似文献   

Who wants to be involved in professional library media organizations?     

David L. Graf  Patricia J. Fewell 《TechTrends》1991,36(6):17-22

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Future apprenticeships in England: the role of mediation in the new model     

Ann Hodgson  Ken Spours  David Smith 《Journal of Education & Work》2017,30(6):653-668

Apprenticeship systems across the globe are having to adapt to changing international economic and social trends. England is no exception. This article examines the latest model of apprenticeship in England from the perspective of the ‘mediators’ who work at local and regional level with employers to construct and deliver the majority of current apprenticeships. The role of these actors is examined through a conceptual framework analysing different forms of mediation in the context of ‘the modern expanded state’. Their views were collected through 27 focus groups in nine regions of England in Spring 2016 and involving over 100 participants. These data suggest that the new apprenticeship model faces a number of challenges; notably how to engage small and medium-sized enterprises and how to better support the mobility and progression of apprentices. Participants advocated the development of regional and local networks comprising employers, FE colleges and other providers, HEIs and local government, as ways of sustaining the ‘apprenticeship market’, providing learner progression routes and stimulating employer demand for skills. The article concludes by suggesting a set of necessary local and national conditions if these networks are to have an impact on the successful development of the new apprenticeships.  相似文献