Cohen, A. D., & Brooks-Carson, A. (2001). Research on direct versus translated writing: Students’ strategies and their results. The Modern Language Journal , 85, 169–188.
Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature 1991–2000. Journal of College Student Development , 44(6), 746–762.
Glaser, B.G. and Strauss, A.M. (1967). The Discovery of General Theory: Strategies for Qualitative Research . New York: Aldine.
Halpern, D. F. (1998). Teaching critical
Kember, D. (2000). Misconceptions about the learning approaches, motivation and study practice of Asian students. Higher Education . 40: 99-121.
Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy . Chicago: Follett.
Kouhdasht, R. N., Mahdian, M.J. & Naeini, M.A. (2013). The relationship between Emotional Intelligence and Thinking Styles in Male and Female Students in Tehran, Iran. International Journal of Learning & Development , 3 (3). ISSN 2164-4063.
Leavitt, L. H. (2004). A study of the relationship between
The paper looks at the afterlife of Jane Austen’s Pride and Prejudice as envisaged by detective fiction writer and theorist P.D. James who imagines, in one of her novels, a sequel to the famous Regency book. This intertextual connection is analysed in terms of reader orientedness, the paper describing a survey that was conducted by the two authors among MA students in humanities at the West University of Timișoara and the conclusions that were reached after processing the data of the survey.
). Warszawa: Wyd. REBIS. [in Polish]
Maslow, A.H. (1990). Motivation vs. Personality (2 nd edition). Warszawa: PWN. [in Polish]
Głodzik, B. (2008). The teacher and his health in the post-modern period. In A. Grabowiec, J. Bogucki & A. Bochniarz (Eds.), Healthy school - healthy student. Education in the face of contemporary health hazards (pp. 167-173). Lublin: Wyd. NeuroCentrum. [in Polish]
Janowska, J. (2003). Self-actualisation - Theory and Practice in Teachers' Education (2 nd edition
Just as one’s foreign language skills may be assessed on the basis of the Common European Framework of Reference, so may literary translators’ competences be evaluated following the criteria listed in the PETRA-E Framework of Reference for the Education and Training of Literary Translators. The article reports on the results obtained on the basis of a small-scale investigation aimed at diagnosing the competences of 1st year Translation Studies MA students at the West University of Timișoara, where the authors teach. The investigation covered one month of the fall semester, during which the students were asked to translate a short story (O. Henry’s The Gift of the Magi¸ 1906) and perform a number of other tasks set in accordance with the PETRA-E descriptors for early career translators’ competences. The paper rounds off with the conclusions of the investigation, which may prove useful in outlining directions in literary translators’ training.
The paper signals the foundations of the new method of teaching mathematics that is currently emerging from the concept of human cognition and the constructivist paradigm. The presented examples of the hermeneutic research conducted for 17 years are concerned with an analysis of the formulated mathematical problems in the language of photographic metaphors. Thoughts expressed through the photographic image and text consisting of the caption and the description (dual coding) reveal the structure of cognitive networks of authors of photographs, which has a special significance in creation of the new didactics that will fulfil the needs of the contemporary photosociety. Mathematical photoeducation free transition between art and mathematics lies on the student’s artistic sensitivity and on enlivening the student’s cognitive expression in a space distant from the classroom (at a lake, in the playground, on the skating ring or during a field excursion to a mineral museum). It utilizes the student’s natural interest in observable natural phenomena and in man-made objects. This kind of creativity, which relies on independent uncovering or constructing of knowledge with the help of a photographic camera, opens the gates to an entirely new space of mathematical didactics, as it brings to students’ awareness specific ways of association leading to accomplishment cognitive processes in relation to abstract mathematical objects.
Increased occurrence of spine deviation is the result not only of modern technology hazards (for example, sitting in front of the computer for long hours) or lack of physical exercise, but also of specific posture related to the study of a musical instrument. The aim of this paper is the timely warning of children who choose to study a musical instrument about the spine deviations that can occur in time, also to refer them to a specialist and to encourage them to take up exercises meant to tone specific muscle groups. The study was conducted on two groups of students from the department of Musical interpretations, 1st and 2nd year, and two groups of students from the department of Painting and Photography and video, 1st year, at the “George Enescu” Arts University of Iaşi. The school screening method was used with the help of four MA students at the department of Kinetotherapy. The data were tabulated. We recommended that subjects be referred to specialised examinaton by doctors at the Pediatric Orthopedics clinic and have special sets of physical exercises.
Somayyeh Ghorbani, Seyed Ebrahim Mirshah Jafari and Fereydoon Sharifian
Association for Educational Communications and Technology sponsored by the Research and Theory Division , New Orleans, LA.
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Raynal, F., & Rieunier, A. (1997). Pedagogie: dictionnaire des concepts cles. Paris: ESF.
Reid, E., & Horváthová, B. (2016). Teacher training programs for gifted education with focus on sustainability. Journal of Teacher Education for Sustainability , 18 (2), 12–30.
Rosie, T. B. (1999). The
Technical University of Liberec implemented programs to attract pupils, high school students and first-year university students for study of technical and scientific disciplines. The first program is called “Children’s university” with the aim to convince elementary school pupils and secondary schools student. Children attend practical lectures and solve basic scientific tasks including work with real scientific equipment. They got exams for their activities and when passing all prescribed “lectures” they got a “diploma”. In addition to university examinations the Children’s University offers many different leisure activities, eg Open University, Walk for science and technology, Scientific cafes, Saturdays with technology. The main objective of the Children’s University is to catch talented individuals early and awaken their interest in university studies of technical and scientific disciplines in order to better direct their future professional orientation towards sectors with high added value, which the labour market has a long-term interest in. The second program, entitled “Scientific incubator”, is a follow-up programme to catch talented first-years university students for technical and scientific disciplines.
Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teaching (FLT), which illustrated a turning point in advanced research in foreign languages teacher training. Presently, researchers no longer narrow their inquiries into linguistic questions or school and student-centered actions. Instead, they focus on a range of issues such as teacher-centered actions, beliefs and policies, and aspects of FLT such as literacy education, special educational needs or methods for teaching gifted students. Despite a lack of funding at all levels, many research projects in teacher education have been undertaken, and new areas have been explored, such as didactic transposition, literary and information literacies, intercultural learning, corpora in FLT, new information and communication technologies in FLT, interlingual inferencing, national standards for foreign language education, FLT for specific purposes, digital narratives in education, CLIL, assessment, and language learning behaviors. This small sample of the many areas covered proves that advanced research in teacher education can also be very useful to promote the growing interest in further internationalization in other sciences (beyond human and social areas) traditionally linked to politics, business and industry (computing, chemistry, biology, medicine, etc.), something that can only be attained by focusing on multilingualism, multi-literacy and lifelong learning.