ABSTRACTInternational fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term. 相似文献
Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.
Learning with hands-on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet-based AR application has been developed to support learning from hands-on experiments in physics education. Real-time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR-supported and a matching non-AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR-supported lab work. 相似文献
This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill. 相似文献
Zusammenfassung In der Kritik an der schulp?dagogischen Rezeption des Kulturbegriffs, insbesondere an der normativ aufgeladenen Konzeption
einer „neuen Lernkultur“, wird in diesem Aufsatz an einem sozialwissenschaftlichen, im engeren Sinne „praxistheoretischen“
Verst?ndnis von Kultur Anschluss genommen. Lernkultur konstituiert sich in p?dagogischen Praktiken, in regelgeleiteten, typisierten
und routinisierten, k?rperlich aufgeführten und Interaktionen einschlie?enden Bearbeitungen verschiedener (p?dagogischer)
Differenzen, etwa der zwischen der sozialen Ordnung eines p?dagogischen Angebotes und anderen Ordnungen, zwischen Vermittlung
und Aneignung und der zwischen schulisch relevantem und anderem Wissen. Diesem Verst?ndnis von Lernkultur entspricht methodologisch
die Entscheidung für eine in besonderer Weise vorgehende, videobasierte Erforschung p?dagogischer Praktiken. Das w?re als
Konstituierung einer „empirischen Didaktik“ zu verstehen.
相似文献
Full-service community schools are designed to increase students, and families' access to comprehensive and coordinated supports, services, and programs such as medical care, food aid, and enrichment activities. Despite widespread support, the research base documenting the efficacy of community schools is still emerging. Analyzing longitudinal data from 6 low-income, predominantly Latino community schools, this case study investigated whether students' participation in community-school programming influenced their attendance and achievement. Multilevel models indicated that youth who participated in extended learning programs or whose families were involved in family engagement opportunities exhibited greater attendance rates and achievement in math and English language arts, when compared to their nonparticipating peers. Findings provide promising evidence on the value of a comprehensive and integrated system of school supports that address the myriad needs of vulnerable student populations. 相似文献
Despite the many systems — political, social and cultural — in the world, achieving excellence is a common goal. It should not be confused with elitism or simply success, but involves experts, leaders, even heroes: people who set standards and serve as examples to others, in sport, the arts, business, technology. The pursuit of excellence provides motivation; it sets targets and goals, not only for nations but also for personal development. The crucial issue is that of how a society can ensure that all citizens have the chance to fulfil their potentials. What is needed is an environment in which excellence can flourish through provision of incentives, tools and equipment, teaching and support. In all of this, education plays a vital role. It must provide an appropriate climate of challenge, the necessary resources, opportunities for assessment and stocktaking and, finally, competition. 相似文献
Die vorliegende Arbeit beschreibt erfolgskritische Faktoren des bei der Erstellung von Diplomarbeiten zwischen Studenten und
Gutachter bestehenden Betreuungsverh?ltnisses und soll praktische Hinweise zu dessen Optimierung liefern. 相似文献