排序方式： 共有36条查询结果，搜索用时 15 毫秒
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Barbro?GrevholmEmail author Lars-Erik?Persson Peter?Wall 《Educational Studies in Mathematics》2005,60(2):173-197
In the department of mathematics of the Luleå University of Technology in Sweden, a dynamic model for the education of doctoral students and guidance of supervisors in research groups has been developed and applied for several years now. Presently groups in mathematics as well as a group in mathematics education are working according to this model and treated in the same way. Moreover, both the students and the supervisors get some education and experience also in elements, which usually are not included in more traditional models for supervision in the mathematical sciences in Sweden. In this paper, we describe our model as well as some experiences of it. Moreover, the results of a questionnaire addressed to and answered by all doctoral students (both finished and still in the program) are presented, evaluated and compared with some related investigations in Sweden. We claim that the students in general are very satisfied to be supervised and guided in this way. In principle, there have been no cases of dropping out of the Ph.D. programs, students obtained their degrees within the stipulated time and the careers after the studies have been successful. We hope that this positive experience will stimulate other universities to test and evaluate our model (or relevant parts of it) under different conditions. 相似文献
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AbstractThe notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails. 相似文献
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Olle Persson 《Journal of Informetrics》2010,4(3):415-422
In this study direct citations are weighted with shared references and co-citations in an attempt to decompose a citation network of articles on the subject of library and information science. The resulting maps have much in common with author co-citation maps that have been previously presented. However, using direct citations yields somewhat more detail in terms of detecting sub-domains. Reducing the network down to the strongest links of each article yielded the best results in terms of a high number of clusters, each with a substantial number of articles similar in content. 相似文献
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Roland S. Persson 《High Ability Studies》1994,5(1):79-91
Teachers in institutions of higher musical training are experts in their field of performance, but frequently have limited knowledge of the dynamics of individual teaching and learning. Seven performance lecturers with little or no formal training as teachers, together with their students, took part in the present investigation. The seven cases were studied by means of participant observation and informal interviews. The qualitative data were subsequently submitted to a content analysis. The results showed that the lecturers’ inflexibility, insensitivity to individual needs, unreasonable demands and dominance, along with an unsatisfactory balance in their instructional strategy were all potential inhibitors of artistic development, and were therefore also potential stressors for musicians to be.
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