匹兹堡大学东亚图书馆的文献传递服务的调查分析   总被引：2，自引：0，他引：2  

王美英 《图书情报知识》2006,(1):39-40

本文利用较为详实的统计数据,介绍了匹兹堡大学东亚图书馆开展的文献传递的国际合作业务,并论述了匹兹堡大学东亚图书馆文献传递的几个特点:服务成本低,传递速度快,实现了文献资源的国际共享。  相似文献   

中国足球队守转攻发动质量的研究   总被引：4，自引：0，他引：4  

聂志强  孙志新  张冉 《中国体育科技》1998,(5)

通过对中国足球队参加亚洲十强赛A组比赛中防守获得球权后转入进攻发动阶段情况的观察与分析表明,中国足球队与欧洲强队在守转攻发动质量上存在较大的差距,揭示了中国队进攻乏力的有关原因、对其今后的训练有一定的参考价值。  相似文献   

Where freshmen aspirations meet reality: factors influencing the learning outcomes of a living-and-learning program in an Asian university     

Kankana Mukhopadhyay 《高等教育研究与发展》2019,38(5):1015-1030

ABSTRACT

This study explored the impact of a living-and-learning program (LLP) in a residential college of an Asian university on a freshmen cohort. It utilized a theoretical framework based on Astin’s input-intermediate outcome-environment-outcome model. We examined survey data collected at two time points a year apart to understand how the freshmen’s learning outcomes were influenced by their pre-college intentions and beliefs, their involvement and leadership in the LLP, and the LLP’s environment. We found that pre-college perceived self-confidence had no impact on the learning outcomes. However, pre-college perceived competence in personal and intellectual growth was a significant contributing factor for involvement and post-college self-confidence. The freshmen’s involvement in turn positively predicted their personal and intellectual growth and post-college self-confidence. The academic aspects of the LLP’s environment also contributed to this growth. The findings have ramifications for the design of LLPs, in particular, the definition and measurement of learning outcomes, the criteria for admissions, and the facilitation of student involvement.  相似文献   

Culturally-Sensitive Factors in Teacher Trainees' Learning Environments     

Dhindsa  Harkirat S.  Fraser  Barry J. 《Learning Environments Research》2004,7(2):165-181

The aims of this research were to cross-validate the Cultural Learning Environment Questionnaire (CLEQ) in the local context of Brunei and to evaluate culturally-sensitive factors (gender equity, collaboration, deference, competition, teacher authority, modelling and congruence) in teacher trainees' learning environments. Data were collected from 475 teacher trainees enrolled at the Universiti Brunei Darussalam by administering a slightly modified version of the CLEQ (Fisher & Waldrip, 1997). Factor and reliability analyses supported the instrument's suitability to evaluate six of the seven culturally-sensitive factors (excluding teacher authority) associated with the cultural learning environment of Bruneian teacher trainees. The students generally believed that both genders are treated equally and that they are independent learners, although, to some extent, they were reluctant to give their independent views in their classes. Further research is recommended for investigating the factors that contribute to the unusual finding that the students were equally cooperative and competitive. The data revealed no gender differences in trainee teachers' perceptions. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Learning Environments Research in Asia: Editor's Introduction     

Fraser  Barry J. 《Learning Environments Research》2003,6(1):1-3

A recent book entitled Studies in Educational Learning Environments: An International Perspective not only traces the remarkable expansion of the field of learning environments internationally, but it also provides a unique focus on the distinctive contributions made by Asian researchers. Asian researchers have translated and cross-validated questionnaires that originated in the West, and have used them in various lines of research. Gaps in Asian research on learning environments and desirable directions for future research are considered.  相似文献   

Refuting the OECD-World Bank development narrative: was East Asia’s ‘Economic Miracle’ primarily driven by education quality and cognitive skills?*     

Hikaru Komatsu 《Globalisation, Societies & Education》2019,17(2):101-116

Founded on several highly influential quantitative studies, the past decade has witnessed the OECD and World Bank increasingly converge on the view that cognitive levels of students and education quality, as proxied by international large-scale assessments (ILSAs), are the primary determinant of national economic growth worldwide. More recent OECD and World Bank pronouncements have further suggested these dynamics are clearly illustrated in East Asia’s education and ‘Economic Miracle’, in particular the cases of South Korea and Singapore. Herein we utilise the OECD’s own data to examine this new development narrative, finding little evidence in support of these claims.  相似文献   

哈佛大学的东亚研究     

阎嘉 《高等教育研究》2001,(4)

哈佛大学的东亚研究之所以在海外处于领先地位 ,主要得益于哈佛浓厚的学术研究空气、高水平的师资队伍、严格的学术管理制度、良好的图书资料条件和频繁的学术交流活动。通过对哈佛在东亚研究方面情况的了解 ,可以使我们管窥到海外汉学研究的一斑  相似文献   

粤东高校2001年男子篮球赛技术指标的分析     

李建军 《嘉应学院学报》2002,20(3):109-110

通过对2001年粤东高校大学生男子篮球赛若干技术指标的统计分析,结果表明,运动员身 材趋向高大化,身体素质好,远投次数多且命中率高,但防守技术较差.形成了粤东高校篮球队伍的特点.  相似文献   

藩篱与跨越:社会公平视域下的东盟职业教育发展     

张振 《比较教育研究》2020,(3):19-26

东盟经济的繁荣发展与社会不公平现象相伴而生。正规、非正规和非正式职业教育具有促进弱势群体发展与维护社会公平的功能。东盟职业教育系统存在职业教育参与程度不高,女性群体接受职业教育机会偏少;职业教育经费投入不足,正规职业教育入学率相对较低;职业教育管理体制欠妥,职业教育质量有待进一步提升等问题,这些限制了其促进社会公平功能的发挥。越南、菲律宾、新加坡分别在弱势青年群体技术技能培训项目、女性群体创新创业教育项目、劳动力继续教育与培训在线项目上进行了有益探索,并取得了令人瞩目的成效。  相似文献   

Understanding Asian American women's pathways to school leadership     

Jia G. Liang  James Sottile  April L. Peters 《Gender and education》2018,30(5):623-641

Little is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities.  相似文献