排序方式： 共有20条查询结果，搜索用时 15 毫秒
1.
Singer E 《Journal of learning disabilities》2005,38(5):411-423
This article reports on a study of children's narratives about the relationships between dyslexia and being teased at school and explores the dynamics between dyslexia, being bullied, self-esteem, and psychosocial problems. We reconstructed four profiles of inner logic in the children's reactions to being teased or humiliated as a consequence of their dyslexia. Most children with dyslexia protect themselves against teasing and feeling worthless by concealing both their emotions and their academic failures. Others, however, concentrate on their academic progress, and their self-esteem seems to be strengthened by fighting against dyslexia. 相似文献
2.
Wenja T. Heusdens Liesbeth K. J. Baartman Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):435-454
Students’ vocational knowledge can be defined as all knowledge students require performing within occupational practice. In the context of vocational education and training, students’ vocational knowledge is often discussed from a perspective of either what should be taught and learned in schools or different kinds of knowledge students should gain in occupational practice. Much less focus is on students’ vocational knowledge itself. This exploratory in-depth study aims to describe what characterises students’ vocational knowledge. To explore students’ vocational knowledge, an analytic framework is used to describe vocational knowledge characteristics specifying: (1) occupation-specific knowledge components, and (2) qualities. Results show the framework provides a structure to gain insight into the nature and meaning of vocational knowledge, and is valuable to describe characteristics in terms of knowledge components such as technical procedures or the social and occupational environment, and qualities such as richness, complexity and specificity. Additionally, to use an existing framework – originally developed in the contexts of ICT and Social Work – its usefulness is explored in a new context, namely, the hospitality industry. Recommendations about the framework serving as a potential tool to support students’ learning processes are provided. 相似文献
3.
Sue Ashley Harmen Schaap Elly de Bruijn 《Assessment & Evaluation in Higher Education》2017,42(5):690-704
This study aims to identify an adequate approach for revealing conceptual understanding in higher professional education. Revealing students’ conceptual understanding is an important step towards developing effective curricula, assessment and aligned teaching strategies to enhance conceptual understanding in higher education. Essays and concept maps were used to determine how students’ conceptual understanding of international business can be revealed adequately. To this end, 132 international business students in higher professional education were randomly assigned to four conditions to write essays and to construct concept maps about an international business research topic. The conditions were: essay alone, essay after concept map, concept map alone, and concept map after essay. An assessment rubric was used to assess the breadth and depth of students’ conceptual understanding. Results show essays are the most adequate approach for revealing conceptual understanding of international business. In particular, concept maps revealed fewer facts and less reasoning than essays. Essays written after concept maps were less effective than essays, possibly since students perceived these essays as redundant. Further research is suggested on how educators can foster conceptual understanding. 相似文献
4.
Abstract Purpose: To identify and review production and marketing information sources and flows for smallholder cashew (Anacardium occidentale L.) growers in Tanzania and recommend systems improvements for better technology uptake. Design/methodology/approach: Two-stage purposive samples were drawn. First, two districts in the main cashew producing areas, one with significant research investment and good marketing infrastructure and the other a counterfactual. Second, two villages were purposively selected from each district to provide the maximum contrast of variables pertinent to the study. Field data were collected using a semi-structured, open-ended questionnaire complimented by field verification and a wrap-up stakeholders' workshop. The data were analysed using chi-square test and the orderly probit model. Findings: Sources of information and flows varied between districts and villages. For production, the most reliable sources were role model farmers (RMFs), extensionists, radio, on-farm demonstrations, researchers, cashew development centres (CDCs), print media and mobile phones in order of popularity. RMFs, radio programmes, extensionists, interactions with researchers, CDCs and print were the main pathways. For marketing, primary society notice boards, radio announcements, RMFs, extensionists, mobile phones and print were listed in order of popularity. Print media was the least popular due to a low level of literacy among growers. RMFs were popular actors in the information systems irrespective of social-economic background. Practical implications: Policy change and additional resources are required for improvement of existing information systems. Additionally, incentive structures that will enhance and sustain continued investment in cashew production should be emphasized. Originality and value: This is the first attempt in the Tanzanian cashew sector to analyse and link social economics of growers with information sources, communication channels and technology uptake. 相似文献
5.
This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish. 相似文献
6.
Harmen Schaap Marieke van der Schaaf Elly de Bruijn 《Studies in Continuing Education》2017,39(1):52-70
This study aimed to describe verbal student–teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students?=?20) and teacher (n teachers?=?5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups?=?5) discussing vocational core problems. Each group held five discussions (n discussions?=?25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5–8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced. 相似文献
7.
Nina Kilbrink Veronica Bjurulf Liesbeth K. J. Baartman Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):455-475
One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study. 相似文献
8.
9.
Elly Singer 《International Journal of Early Years Education》1996,4(2):28-40
The twentieth century has known many splendid examples of professional care and education for young children. But in spite of that, research shows that the practice often does not coincide with our ideals. In this paper basic concepts and their historical roots, that form the foundations of professional care and education of young children are analysed: could these concepts possibly impede contact between teachers/caregivers and children? The concepts of ‘natural development’, ‘develop‐mentally appropriate curriculum’ and ‘child centredness’ are criticised. The drawbacks of a separate children's world (child care centres) are explored. Based on Vygotsky's sociocultural approach the author pleads for scaffolding by giving learning through social looking and participation in adult‐activities a place in child care centres. Besides that, teachers have to value peer‐relationships and to acknowledge that young children do not only play but also want to work and learn together. 相似文献
10.
This article proposes a model for the design of a hybrid VET curriculum across the school-work boundary. VET-curricula are designed on the basis of two main types of learning arrangements, namely, the plan for learning in school and for learning at the workplace. A challenge for curriculum development is creating consistency between different arrangements. Efforts are made to develop VET-curricula that go beyond the school-work distinction. Ideally, a well-designed VET curriculum should be hybrid in nature. It should combine the advantages of school-based and workplace learning arrangements by binding these practices together, without losing the strength of either. To gain insights into the nature of the enactment of an intended and implemented hybrid VET curriculum at the micro level and at the same time contribute to improving educational practice, practice-based research was carried out in the context of educational innovation projects. The results added two insights to the proposed model that conceptualises hybrid VETcurricula, namely, the ‘layeredness’ of a curriculum and a professional artefact to create consistency. This improved model can be the basis for systematic development of other hybrid curricula. Such developments could lead to a broader empirical base to study the effects of hybrid curricula, specifically to determine whether an intentionally designed hybrid curriculum facilitates students to successfully navigate the schoolwork boundary. 相似文献