排序方式： 共有27条查询结果，搜索用时 31 毫秒
1.
Timothy N. Odegard Crystal M. Cooper James M. Lampinen Valerie F. Reyna Charles J. Brainerd 《Child development》2009,80(6):1877-1890
The present research examined the influence of prior knowledge on children’s free recall, cued recall, recognition memory, and source memory judgments for a series of similar real‐life events. Forty children (5–12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist‐based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word‐learning research. 相似文献
2.
In accordance with the education policy which puts human capital at its heart, higher education is expected to produce marketable competent professionals in response to the needs of an expansive knowledge-based economy. In one reading, to support competitive knowledge-based economy, higher education students should graduate as young and fast as possible. The article asks whether it is credible that the young & fast principle as an objective for university education would provide a feasible way of enhancing professional labour force to serve knowledge economies. The analysis of study careers of 17,000 European second cycle university graduates shows that transitions from school to higher education to professional employment vary considerably in the 12 countries. The key finding is that countries with rather slow progression in the initial part of the transition tend to do better in the end, and vice versa. Belgium (Flanders) is the most obvious example of young and fast-graduating students that need a relatively long period after graduation to start their professional careers. In Finland, Austria, and Norway, relatively old and experienced graduates are employed rapidly. The time before professional employment after graduation is short for students who have acquired relevant work experience and acquainted themselves with professional fields. The youngest professionals are found in France where they tend to have access to opportunities for professionally relevant training. However, professional employment cannot be fostered by simply trying to recruit student populations as young as possible, but rather by enriching the labour market relevance of their student careers. 相似文献
3.
Osmo Kivinen 《Higher Education in Europe》1997,22(4):443-455
This article analyses the changing links between higher education and the labour market in terms of changing conceptions as to the capacity of higher education to reduce social inequalities, on the one hand, and to channel its graduates into the more prestigious forms of employment, on the other hand. It turns out that for the most part higher education does not reduce social inequality and may in fact reinforce it. At the same time, given the increased numbers of graduates and changes in the demand for graduates having certain specializations, it is clear that higher education no longer offers the same guarantee of prestigious employment to all its graduates as in the past. But higher education remains a form of employment insurance policy for them in that it will help them minimize their risks in terms of future employment and possible downward social mobility. It is the key that along with other forms of cultural and social capital, which are not equally distributed, will help open the door to employment, admittedly wider for some than for others. 相似文献
4.
5.
Analysing foundation charters, this article explores the various purposes universities have been said to serve at different
periods of time, how the distinction between universities and other educational establishments has been made, and how the
actions of the academic community have been justified. The data consist of 225 charters of foundation from the year 1224 to
1999. Granted by rulers, the charters depict universities as being suited to serve widely differing purposes, such as furthering
the material and spiritual prosperity of the nation and the local community, strengthening the right faith and training public
servants. Charters granted universities privileges such as the status of studium generale and ius ubique docendi, a universal teaching licence. These privileges created a foundation for all later principles generally applicable to the
academic world. The universities originating in academic guilds founded for the protection of scholars have always been answerable
to societal demands. A certain degree of loyalty by academic people to those in power has, in turn, secured the universities
and the academic community their vital integrity and freedom of opinion, publication and research. 相似文献
6.
This paper contributes to the debate on constructivist learning theory. We contrast the constructivist notion of activity that identifies 'active' with 'conscious' and 'intentional' with John Dewey's habitual conception of action, knowing and learning by doing. As regards language and truth, we defend an anti-representationalist conception that sees words as tools of communication and coordination rather than representations reflecting reality. To compare our Deweyan pragmatist conception of learning with contemporary viewpoints associated with constructivism, we examine and criticise the notions of 'knowledge building' and 'metacognition'. Finally, we consider what Deweyan ideas about learning and growth might mean for education in the twenty-first century. 相似文献
7.
This qualitative narrative study examined contraceptive use and non-use in light of the Theory of Planned Behaviour. The purpose of this paper was to understand contraceptive use and non-use among Finnish teenage girls: why do girls use or not use contraception in a sexually motivated situation and how do the determinants of the Theory of Planned Behaviour (intention, attitudes, social norms, self-efficacy and preparatory behaviour) and situational factors affect girls' contraception-related behaviour? The data are comprised of the narratives of 41 girls regarding their experience with sexually motivated situations that involved contraceptive use or non-use. The narratives were analysed with narrative analysis, a categorical-content mode of reading. The findings suggest that, in light of the Theory of Planned Behaviour and its key determinants, attitude, intention and preparatory behaviour, like carrying condoms, having a condom available and discussing safer sex before intercourse, were not alone sufficient for predicting contraceptive use. The crucial element seems to be self-efficacy. This study provides situational information about adolescent girls' contraception-related decision-making and practical implications for health promoters and sex educators. 相似文献
8.
“Broadcasting” is often cast as an outdated term—we are constantly told that we are in the midst of a digital/social media revolution that will make the unidirectional, mass communication model obsolete. In response, we argue that to consider the continued relevance of terms like “broadcasting” in an era of electronic media is to neither hastily disregard the legacy of these terms, nor cling to them too rigidly. In this special issue of the Journal of Broadcasting and Electronic Media written and edited by graduate students, we begin a new thread in the longstanding conversation about what it means for media to be “old” and “new.” While this distinction is not one we should take for granted, the articles in this issue all show how we can strategically approach the intricate intersections and interconnections of different media, old and new. As such, this issue collectively calls our attention not to the familiar trope of “old against new,” but rather to the tensions that arise around a “coming of age.” Presenting a wide range of international scholarship from graduate students across many different disciplinary backgrounds, topical literatures, methodological approaches, and theoretical frameworks, this special issue represents an emerging approach to what it means to study broadcasting in an era of electronic media. 相似文献
9.
Kara N. Moore James M. Lampinen David A. Gallo Eryn J. Adams Ana J. Bridges 《Child development》2018,89(1):219-234
This is the first reported study of children's use of two metacognitive strategies, recollection rejection and diagnostic monitoring, to reject misinformation. Recollection rejection involves the retrieval of details that disqualify an event, whereas diagnostic monitoring involves the failure to retrieve expected details. First (n = 56, age 7 years) and third graders (n = 52, age 9 years) witnessed a staged classroom interaction involving common and bizarre accidents, were presented with misinformation about the source of these events, and took a memory test. Both age groups used recollection rejection, but third graders were more effective. There was little evidence that diagnostic monitoring influenced responses for bizarre events, potentially because these events were not sufficiently bizarre in the context of the stereotype induction. 相似文献
10.
Didactic closure: Professionalization and pedagogic knowledge in Finnish teacher education 总被引：1，自引：0，他引：1
This article concerns the kind of symbolic and strategic value that science-legitimated pedagogical knowledge has in the professionalization of teacher education. The aim is to try to understand certain peculiarities in this body of knowledge through studying the history of the “science of teaching” and of the professionalization of teacher education in Finland. The conclusion is that there are at least three professionalist drifts that produce and reproduce a kind of “decontextualized pedagogic discourse” in Finnish teacher education: the pursuit of science legitimation, loyalty to state educational reforms and a striving for distinction from rival disciplines. The analysis shows that, at least up to the present day, the science-legitimated knowledge system for teacher education has served as a very successful strategy in the struggles on the field of Finnish higher education. 相似文献