排序方式： 共有21条查询结果，搜索用时 31 毫秒
1.
A few years ago, publishing companies started to sell digital copies of their magazines. This study investigates a consequence of this change: the increasing online trade with illegal copies. We collected data on almost 10,000 issues of German magazines that are illegally offered online. The files are distributed in a three-sided market, in which a small number of platforms bring suppliers of illegal copies, consumers, and advertisers together. The market has been growing rapidly—between 2009 and 2012 by a factor of 10. In contrast to the legal magazine market, the illegal trade mostly concerns IT and consumer electronics magazines. 相似文献
2.
Based on a review of studies on children's and adolescents’ attitudes and conceptions about aging and older people and on studies analyzing media content such as children's literature, textbooks, and public television programs to determine how older persons are portrayed, a rationale is provided for systematic education about aging in the public schools of the United States. 相似文献
3.
Rob Wass Vivienne Anderson Rafaela Rabello Clinton Golding Ana Rangi Esmay Eteuati 《高等教育研究与发展》2020,39(4):834-850
ABSTRACTHigher education (HE) research often draws on a range of qualitative research approaches. However, some methods developed in other fields are underutilised in HE research, even though they could be of great use for answering particular kinds of research questions, or for involving students more actively in the research process. In this article, we draw on a study that piloted different methodological approaches to explore students’ conceptions of good teaching and effective learning at university. The participants in our study included 33 high achieving international, Māori, Pacific Island, and (other) local students enrolled in Humanities subjects. Our study used photovoice as a visual data collection approach in conjunction with more traditional methods of data collection: open-ended focus group questions and critical incident technique. In this article, we review the photovoice literature, which is mostly from outside HE. Then, we describe our study, discussing the students’ responses to photovoice, and the different kinds of data it elicited. We note that, while most students expressed appreciation of the photovoice approach, some also found it restrictive and challenging in some respects. We conclude, photovoice offers a useful methodological addition to HE research, while noting, as with all data collection approaches, researchers need to be mindful of its limitations. 相似文献
4.
Karen Nairn Jenny Cameron Megan Anakin Adisorn Juntrasook Rob Wass Judith Sligo 《高等教育研究与发展》2015,34(3):596-608
With continuing pressure to publish or perish, interventions such as writing groups are increasingly part of the academic landscape. In this paper, we discuss our writing group's experiment with collaborative writing, which came unstuck as simmering concerns led to a mutiny within the group. The mutiny provided insights into tensions that are inevitably present in writing groups and collaborative writing exercises but are seldom written about. We explore these tensions via a collaborative autoethnography, drawing on published literature on writing groups and collaborative writing. The mutiny revealed three key dynamics. Experienced voices can have an important role to play but these voices need to be moderated so that other voices might be recognised and valued. Pleasure and productivity are two necessary components for sustaining writing groups and writing collaborations. Finally, hierarchies in the academic context are inescapable but they can be renegotiated so that more enabling power relations can be generated. 相似文献
5.
Hannelore Reicher 《International Journal of Inclusive Education》2013,17(3):213-246
This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined. 相似文献
6.
Background and Context: Encouraging undergraduate programming students to think more about their software development processes is challenging. Most programming courses focus on coding skill development and mastering programming language features; subsequently software development processes (e.g. planning, code commenting, and error debugging) are undervalued. Moreover, many of these processes involve tacit thinking that is often seemingly invisible, meaning it can be difficult for teachers to identify and address shortcomings in student processes.
Objective: In this paper, we employ a novel approach called Interpersonal Process Recall (IPR) to encourage students to think more about their software development processes.
Method: We conducted IPR sessions with five undergraduate programming students—we screen captured them working on programming assignments, and then used the screen captures to stimulate reflection. IPR is hallmarked by several key features, namely its developmental (rather than evaluative) focus, and the use of a facilitator to guide reflection in a structured way.
Findings: We found IPR was useful for both the teaching staff and the students, revealing incongruence between the value students placed on certain development processes and what they actually do in practice.
Implications: IPR is a novel approach for shining a light on student software development processes. We hope this paper encourages other practitioners to consider adding IPR to their toolbox of approaches for encouraging students to reflect on their software development processes. 相似文献
7.
Traditional accounts of developing attention and cognition emphasize static individual differences in information encoding; however, work from Aston‐Jones et al. suggests that looking behavior may be dynamically influenced by autonomic arousal. To test this model, a 20‐min testing battery constituting mixed photos and cartoon clips was shown to 53 typical 12‐month‐olds. Look duration was recorded to index attention, and continuous changes in arousal were tracked by measuring heart rate, electrodermal activity, and movement levels. Across three analyses, we found that continuous changes in arousal tracked simultaneous changes in attention measures, as predicted by the Aston‐Jones model. It was also found that changes in arousal tended to precede (occur before) subsequent changes in attention. Implications of these findings are discussed. 相似文献
8.
Petra Rattay Dr. Thomas Lampert PD Dr. Hannelore Neuhauser Dr. Ute Ellert 《Zeitschrift für Erziehungswissenschaft》2012,15(1):145-170
Family is the central place of socialization during childhood and adolescence. What are the determining factors of family life that are important for the health of children and adolescents and in which stages of their life do these factors take effect? The question is answered with reference to the general health of children and adolescents as rated by their parents. The analysis is conducted with data from the KiGGS study 2003–2006 which is representative of Germany (n?=?17641, age: 0–17 years). The gender-specific effects of different family factors on good health are analysed in five age groups using binary logistic regression analysis including structural, socioeconomic and origin-related factors of family as well as housing conditions and family cohesion. Bivariate analysis indicates significant effects on general health for almost all included factors (at least in some age groups). Multivariate analysis shows family cohesion to be the most important factor for good health. In boys a bilateral migration background also has an adverse effect on good general health until the beginning of adolescence. 相似文献
9.
Many older adults will seek additional education during their lifetimes. Since these persons differ widely in their physical, social, intellectual, and psychological characteristics, it is important that educational programs for older people recognize the uniqueness of the learner, that these programs be humanistic in design and implementation. The perceptual‐humanistic frame of reference is used as the basis for the discussion of learning and a consideration of the qualities that determine teacher effectiveness. The desirable characteristics of educational programs for older persons are then derived in terms of the perceptual‐humanistic point of view. The need in such programs for emphasis on the fundamental and individual worthiness and capabilities of the older learner is noted. 相似文献
10.
Tony Harland Angela McLean Rob Wass Ellen Miller Kwong Nui Sim 《Assessment & Evaluation in Higher Education》2015,40(4):528-541
This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments. Lecturers rewarded student work with grades and controlled study behaviour with assessment. In some situations it was possible to experience hundreds of graded assessments in an academic year. Students were single-minded when it came to grades and would not work without them. These conditions contributed to competition for student attention and a grading arms race between academics and subjects. In this context, the spaces for achieving certain educational objectives, such as fostering self-motivated learners, were marginalised. Both students and lecturers were unsatisfied with this situation, but neither group could envisage radical change. Students were generally happy to accumulate small marks, while being irritated and stressed by frequent grading. Lecturers were aware of better practices but felt trapped by circumstances. The idea of slow scholarship is introduced to encourage a re-think of such assessment practices, support a positive shift in assessment culture and contribute to the theories of assessment. 相似文献