Active Learning Time in Mixed Age Classes     

Simon Veenman  Piet Lem  Ben Winkelmolen 《Educational studies》1985,11(3):171-180

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回顾过去,展望未来澳大利亚国家档案馆电子文件管理30年     

Simon Davis  章燕华 《档案管理》2007,(6)

发动变革的引擎 30多年前,澳大利亚国家档案馆(下简称国家馆)首次接收移交进馆关于石油开发勘测中海底爆破的数量庞大的计算机文件.  相似文献   

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress,Burnout, and Teaching Efficacy     

Lisa Flook  Simon B. Goldberg  Laura Pinger  Katherine Bonus  Richard J. Davidson 《Mind, Brain, and Education》2013,7(3):182-195

Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.  相似文献   

Reviews     

Alan Chalmers  Lloyd Ackert  Pnina Abir-Am  Maria Trochatos  Carolyn R. Miller  Nicolas Rasmussen  Roy Macleod  Ingo Brigandt  Lorna Barrow  Ian Maclean  Elof Axel Carlson  Susan E. Cozzens  Cindy Klestinec  Patricia O'Grady  Alison Bashford  Jim Endersby  Jonathan Simon  David Mercer  David Oldroyd  Suzanne Verderber  Peter Slezak  Rachel Cooper  Patricia Fara  Ravi Arvind Palat  Peder Anker  Bernhard Fritscher  David Branagan 《Metascience》2002,11(3):329-429

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The Ancestors of Modern Chemistry and Their Factitious Heirs     

Simon  Jonathan 《Metascience》2004,13(1):87-90

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UNDERSTANDING PARTICIPATION RATES IN POST-16 MATHEMATICS AND PHYSICS: CONCEPTUALISING AND OPERATIONALISING THE UPMAP PROJECT     

Michael Reiss  Celia Hoyles  Tamjid Mujtaba  Bijan Riazi-Farzad  Melissa Rodd  Shirley Simon  Fani Stylianidou 《International Journal of Science and Mathematics Education》2011,9(2):273-302

We report on a project currently in progress that aims to identify through research the range of factors (individual, school and out-of-school, including home) and their interactions that influence post-16 (i.e. post-compulsory) participation in mathematics and physics in the UK and to assess their relative importance among different student populations. In this project, we are beginning to elucidate the views of students and examine the sources of these views by exploring the contexts in which both school and university students experience barriers or opportunities and form their identities with regard to participation in mathematics and physics. Our focus in this paper is on our methodology, the reasons for it and how and why our approach to data collection developed during the project. We situate our work within a mixed-methods approach, using multilevel modelling and discourse analysis to analyse and interpret our findings that derive from our own questionnaires, interviews and ethnography and from existing large-scale datasets. We argue that greater acknowledgement in the education literatures that investigate student participation in mathematics and science needs to be made than is usual of the range of factors, including unconscious forces that may affect participation.  相似文献   

Joining forces for public value creation? Exploring collaborative innovation in smart city initiatives     

Oliver Neumann  Christian Matt  Benedikt Simon Hitz-Gamper  Lisa Schmidthuber  Matthias Stürmer 《Government Information Quarterly》2019,36(4):101411

Creating public value is a key goal of public administrations, both in their daily business and in the growing field of smart government and smart cities, which focuses on IT-enabled innovations in the public sphere. However, many public administrations still struggle with such innovations due to complex technologies, high investments, and the numerous stakeholders involved. To address this issue, some local governments in continental Europe have turned to collaborative innovation approaches, partnering with (semi-)public utility companies in the hope that their additional innovation assets will boost innovativeness. Nevertheless, it remains unclear how exactly such collaborations should be governed to ensure that the focus remains on creating public value, as utility companies may have their own agendas. To explore this question, we conducted a comparative case study in the context of smart city initiatives with four cases in Swiss local governments. Drawing on agency and stewardship theory, we then propose a model of public-value-focused collaborative innovation, enabling us to explore various collaboration characteristics and their effects on public value creation. Our findings suggest that both agency- and stewardship-based collaborations increase innovativeness. However, while agency collaborations tend to produce smart city innovations that mainly serve the utility companies' business interests, stewardship relationships lead to innovations that are focused more on public value creation. As such, our study extends the literature on the effects of collaborative innovation on public value, and it provides practical recommendations on how such collaborative innovation should be designed.  相似文献   

The role of spatial ability in mixed reality learning with the HoloLens     

Simon Ho  Pu Liu  Daniela J. Palombo  Todd C. Handy  Claudia Krebs 《Anatomical sciences education》2022,15(6):1074-1085

The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.  相似文献   

‘Build me a male role model!’ A critical exploration of the perceived qualities/characteristics of men in the early years (0–8) in England     

Simon Brownhill 《Gender and education》2014,26(3):246-261

Young boys' ‘underachievement’ and their disaffection with learning continue to dominate education agendas [Francis, B. 2006. “Stop That Sex Drive.” Times Educational Supplement 30; Peeters, J. 2007. “Including Men in Early Childhood Education: Insights from the European Experience.” NZ Research in Early Childhood Education, 10. Accessed February 4, 2013. http://stop4-7.be/files/janpeeters10.pdf; Lloyd, T. 2009. Boys’ Underachievement: What Schools Think and Do. A University of Ulster Research Project Funded by the Department of Education and Northern Ireland Office. November. Accessed January 10, 2014. http://www.socsci.ulster.ac.uk/sociology/research/y%20publications/Boys%20underachievement.pdf; Lloyd, T. 2011. Boys’ Underachievement in Schools: Literature Review. Boys Development Project. Belfast: Centre for Young Men's Studies, Ulster University. Accessed February 4, 2013. http://www.boysdevelopmentproject.org.uk/downloads/reports/Boys%20and%20underachievement%20literature%20review%20edited%20in%20pdf.pdf]. In recent years, there has been an eruption of government policy making and public discourse in England [Moran, L. 2011. Quarter of All Primary Schools Have No Male Teachers Despite More Men Entering Profession. Daily Mail, September 2. Accessed February 4, 2013. http://www.dailymail.co.uk/news/article-2032970/Quarter-primary-schools-NO-male-teachers-despite-men-entering-profession.html#ixzz2JwpQjSL8; DfE (Department for Education). 2012b. Poor White Boys ‘Lagging Behind Classmates at Age Five’. The Telegraph, November 21. Accessed January 10, 2014. http://www.telegraph.co.uk/education/educationnews/9693409/Poor-white-boys-lagging-behind-classmates-at-age-five.html; PARITY. 2013. Is Action Overdue on Boys’ Academic Underachievement? Briefing Paper, March. Accessed January 10, 2014. http://www.parity-uk.org/Briefing/BoysEducPaperRev1b.pdf] calling for more men to transform young lives by working in the 0–8 sector and acting as male role models in an attempt to narrow the ‘attainment gap’. This paper critically explores the perceived qualities/characteristics of men who seemingly serve as ‘male role models’ by reporting on select doctoral research findings which sought to investigate the ambiguities of the male role model from the perspective of men who work in the 0–8 sector. Research participants were asked to identify the qualities/characteristics that they felt ‘male role models’ should exhibit for young boys in the early years (0–8). The qualities/characteristics identified were categorised by research participants as being ‘masculine’ (e.g. diplomatic), ‘feminine’ (e.g. caring) or ‘natural’ (meaning authentic). Whilst research evidence suggests that male role models will present a diverse range of personal and professional qualities/characteristics, it is argued that these are likely to be shaped by not only the needs and circumstances of the children that the ‘male role model’ comes into contact with, but also the expectations of others, e.g. parents/carers and staff. This paper argues that there is a real tension between those qualities/characteristics of the male role model that are created as a result of their personality/individual beliefs and those which are anticipated or enforced by others.  相似文献   

Home Economics Teachers' Intentions and Engagement in Teaching Sustainable Development     

Irja Haapala  Simon Biggs  Riitta Cederberg  Anna-Liisa Kosonen 《Scandinavian Journal of Educational Research》2014,58(1):41-54

Home Economics (HE) teachers can have a central role in teaching sustainable development (SD) to young adolescents through everyday household management and the promotion of personally and globally sustainable well-being. How well the teachers cope with this task is not well known. The objective of this study was to survey Finnish HE teachers' perceptions of their current practice, coping, and future intentions in terms of teaching SD. Enablers and inhibitors to carrying out this task were further investigated. Findings from this survey suggest that HE teachers have adopted sustainability at a personal level, but often lack the resources and incentives to teach it. Ways to promote cross-curricular projects and wider integration of SD into HE are discussed.  相似文献