The Impact of Museum Purchase on the Auction Prices of Paintings   总被引：1，自引：1，他引：0  

Werner W. Pommerehne  Lars P. Feld 《Journal of Cultural Economics》1997,21(3):249-271

This study examines how art museumspurchasing policy influences the auction prices ofpaintings. Using a cross section of non-speculativetransactions during the period 1820–1970, we findconsiderable empirical support for the hypothesisthat public museums outside the U.S. pay above averageprices in auction markets providing higher thanaverage yields to private sellers. The typical U.S.private museums appear to be more restricted byfinancial constraints and the development of thegeneral economic conditions than their publiccounterparts.  相似文献   

Thinking with Spinoza about education     

Elizabeth de Freitas  Sam Sellar  Lars Bang Jensen 《Educational Philosophy and Theory》2018,50(9):805-808

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The Multiple Faces of Visual Arts Education     

Lars Lindström 《The International Journal of Art & Design Education》2011,30(1):7-17

This article identifies recent, mainly Nordic, research approaches to visual arts education. A concept map was developed as a heuristic tool in order to highlight salient traits and blind spots. Contemporary research typically has its origin either in education or in the art world, with an emphasis either on art as language or on art as text. These two dimensions were used to organise the studies and to select representative exemplars in different domains. The framework helped to chart the knowledge base of, and research approaches to, visual arts education. However, the result of blending subject matter and pedagogy tended to be a ‘mixture’ of viewpoints rather than emerging domains of subject‐specific pedagogical knowledge (Lee Shulman: an ‘amalgam’).  相似文献   

Selection for special education services: the role of gender and socio-economic status     

Marianne Nilsen Kvande  Jay Belsky  Lars Wichstrøm 《欧洲特需教育杂志》2018,33(4):510-524

Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages.  相似文献   

Structural and linguistic variables that contribute to difficulty in the judgment of simple verbal deductive arguments     

Lars C. Jansson 《Educational Studies in Mathematics》1974,5(4):493-505

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From safe spaces to communities of disagreement     

Lars Laird Iversen 《British Journal of Religious Education》2019,41(3):315-326

The idea of the classroom as a ‘safe space’ has been popular in education for at least two decades. More recently, the term has also been used by religious education scholars not least in the wake of the use of the term in the influential Council of Europe publication ‘Signposts’. In this article, I want to question the usefulness of the term ‘safe space’ within RE. The argument is not against many of the pedagogical aims and strategies that are referred to by the term ‘safe space’. However, the term is ambiguous, fraught with politicised controversy and promises more than in can deliver. These problems cannot be easily fixed by defining the term anew. The article is not only critical in its aim. It presents an alternative strategy. In the conclusion of the article, I suggest construing the RE classroom as a community of disagreement.  相似文献   

Managing the teaching–research nexus: ideals and practice in research-oriented universities     

Lars Geschwind  Anders Broström 《高等教育研究与发展》2015,34(1):60-73

This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff.  相似文献   

Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations     

Simone Dunekacke  Lars Jenßen  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):267-286

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Managing research and innovation networks: Evidence from a government sponsored cross-industry program     

Per Levén  Jonny Holmström  Lars Mathiassen 《Research Policy》2014

Important innovations are increasingly produced based on research engagement and fertilization across industries. However, we know little about the challenges associated with managing innovation networks in specific contexts that involves researchers in cross-industry collaboration. Against this backdrop, we draw on theory on design and orchestration of innovation networks to analyze a large-scale government sponsored program, “ProcessIT Innovations” that was designed to increase competitiveness and accelerate economic growth in Northern Sweden. The program was initiated and led by firms from the traditionally strong local process industry and engaged local researchers and firms from the emerging IT industry. Based on our analyses, we offer two contributions. First, we provide a detailed analysis of the challenges related to configuration of the network, orchestration of partnerships between participants, and facilitation of innovation in dedicated development projects. Second, we propose a model of managing research and innovation networks through fertilization across industries and between firms and research institutions.  相似文献   

Engineering students’ experiences of interactive teaching in calculus     

Maria Weurlander  Mikael Cronhjort  Lars Filipsson 《高等教育研究与发展》2017,36(4):852-865

This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.  相似文献