首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 78 毫秒
1.
Abstract

The purpose of this study was to investigate the relative effect of two different instructional styles, “discovery” and “expository,” on the change in learning performance of subjects of contrasting cognitive styles, field dependent and field independent. Based on the administration of the Group Embedded Figures Test, sixty-four subjects (thirty-two field dependent and thirty-two field independent) were randomly assigned to one of nine experimental groups (three expository experimental groups, three discovery experimental groups, and three no-treatment groups). The Behavior Modification Achievement Test, an original research instrument, was administered to all subjects on a pretest-posttest basis to measure change in learning performance. ANOVA revealed no significant interaction tied to the manipulation of the independent variable.  相似文献   

2.
Abstract

Multicultural education has always been contested terrain, yet within the last five years a significant consensus about its scope and function has evolved. The discourse about multicultural education has not adequately attended to the debates surrounding the terms “gender” and “sex” or the multiple feminist theories that focus on the more critical aspects of a social change agenda. This article focuses on some of the tensions between women and gender studies and multicultural education such as: understanding gender as a category of analysis, theoretical constructions of feminism, and building an educational agenda for social justice in an effort to further the agenda for 2000 and beyond.  相似文献   

3.
Abstract

In the first of a two part series of articles I argued that “character building” in outdoor adventure education (OAE) is a flawed concept. This, the second article, examines the persistence of the idea of character building in OAE in the face of strong evidence that outdoor experiences cannot change personal traits. I examine how the “fundamental attribution error” can explain the paradox of (a) a shortage of evidence that adventure education “works” and (b) a widespread belief that it does “work”. I review the place of character building in research, and develop a critical reading of a representative adventure education text. I show how unchallenged dispositionist assumptions emerge in neo-Hahnian discourse. I explain how discarding the intuitively appealing but fallacious foundations of neo-Hahnism can clear the way for situationist approaches to outdoor education that bring much needed sensitivity to cultural, regional, historical, and social contexts.  相似文献   

4.
《学校用计算机》2013,30(3-4):101-115
Abstract

In 2000–2001, the authors derived a 13-category classification system for Web-based educational resources, based on analysis of 199 educational resources recognized as “exemplary” by four national entities. In 2004, we re-examined that classification system, analyzing a stratified random sample of 40 exemplary Web-based resources from the same entities. While the classification system still accommodated categorizing current educational resources, we detected some overlap among categories. Through combination and redefinition, we reduced the number of categories to eleven. This article addresses the initial and modified classification systems, the analysis procedures employed, examples of resources in each category, and future applications of the classification system.  相似文献   

5.
Abstract

This article builds a case for nuanced conceptualizations of “urban” and “-suburban” educational contexts and issues. The author analyzes data across two studies—one of upper-middle-class White parents with children in Chicago public schools, and the other of Black low-income and working-class parents who moved from Chicago to a Wisconsin suburb. The findings suggest that monolithic framings of urban and suburban educational issues and populations can mask patterns of inequality within and across particular locales.  相似文献   

6.
  相似文献   

7.
Abstract

Many of the historically white schools in South Africa still experience difficulty in becoming fully racially integrated. This article examines the situation in a school where the problem of racial conflict has been eradicated. This study contributes to knowledge in this field because the approach followed by the two new school leaders (principal and deputy principal) in turning the school into an example of racial harmony can be fruitfully emulated. Some of the “secrets” of their success are discussed.  相似文献   

8.
Abstract

This article examines how and to what extent Luxembourg society was “exposed” to visual representations of the prospering steel industries and labour and working-class culture(s) from the 1880s until the 1920s – a period of massive industrialisation – and how it thus gradually “learned to labour”. Indeed, modern visual media were seen as ideal catalysts for the circulation, transmission, and production of meaning, since they were considered to be appealing, objective, direct, and capable of inspiring the imagination. The article takes the reader through various mundane moments and events of industrial enculturation (annual funfair, slide lecture, vocational school, etc.) and engages with different “technologies of display” (photographs, fair albums, postcards, scale models, etc.) that subtly calibrated, conveyed, and inculcated the new industrial reality “through the eye” and, in the process, (re)produced national identifications. By zooming in on these different “visual encounters” with industry and by bringing these isolated encounters together in one story, the article (re)constructs a “learning route” – one among many possible pathways through this huge dynamic field of learning resources (or, “cultural ecology”) – and thus suggests how (informal) “cultural learning” might have taken place at the time. While accompanying us on this journey, the reader gains insights into how this field of resources evolved and how the industrial present was (re)framed, visually performed, and (re)configured over time.  相似文献   

9.
ObjectiveThe aims of this cross-sectional survey were to examine the prevalence, type and intensity of abuse in street children in Jaipur city, India.MethodBased on purposive random sampling, 200 street children, inclusive of equal number of boys and girls, were selected from the streets of Jaipur city, India, and administered an in-depth interview schedule which included five areas of abuse, namely, “general abuse,” “health abuse,” “verbal abuse,” “physical abuse,” and “psychological abuse.” Data was interpreted using percentages, t-test and correlations.ResultsStreet children reported experiences of abuse in all the five areas under study. Larger numbers of children (61.8%) scored in the “moderate” category of abuse while 36.6% children indicated abuse in “severe” and “very severe” categories on the intensity of abuse. Highest mean scores were obtained on the “verbal” and “psychological” area of abuse. Gender differences were significant in health and overall abuse, indicating boys to be significantly more abused than girls. There were significant positive correlations of abuse with increasing “age” and “income” of street children; and the occurrence of “multi-type” maltreatment and neglect in street children was clearly present.ConclusionDifferent forms of abuse are prevalent in street children in India. This area of study needs attention both by the researchers and the social workers.Practice implicationschildren who are identified in severe and very severe categories of abuse should be worked with in a follow up study with the help of governmental and nongovernmental agencies working in the field for child welfare.  相似文献   

10.
  相似文献   

11.
《The Educational forum》2012,76(4):418-420
Abstract

This article argues that both traditional literacy (reading and writing print) and new digital literacies (for example, playing video games) come in two grades or forms, one of which can lead to success in the modern world and one of which is less likely to do so. In both cases, the role of “academic” or “specialist” language is crucial in distinguishing between the two grades  相似文献   

12.
Abstract

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.  相似文献   

13.

Higher education institutions (HEIs) worldwide have been undergoing significant levels of structural change for a number of years, ranging from minor re-alignments of roles and responsibilities to radical changes such as the creation of new roles and new models of operating. This article discusses some initial findings from a recent UK-focused research project that investigated the challenges and changes associated with the composition of “top management team” (TMT) structures in HEIs. Using the key findings from desk research and empirical investigation in a sample of UK institutions, the article identifies some of the key changes in the roles and responsibilities of the TMT, and identifies examples of good “practice” or “process’ within institutions.

  相似文献   

14.
ABSTRACT

Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.  相似文献   

15.
ABSTRACT

Two related but distinct questions are often asked by educators as they try to make their schools more effective. These are: “Which of the many activities that we do have greater benefits for students?” and, “How can we make our schools better than they are now?” The first question focuses specifically on the impact of schools on student outcomes and the characteristics of effective schools, whereas the second addresses the implementation of change and school improvement. This article addresses the research related to these two questions and describes the application of this research in a large school district in Ontario, Canada.  相似文献   

16.
Abstract

General education is a subject with rich contents and that is highly contested in the field of higher education studies. It has been highly praised for its core concepts such as broad educational targets, liberating educational objectives, and balanced educational content. Looking back at the course of general education in China over the past 20 years we can find “top-down” cultural quality education (文化素质教育) and “bottom-up” general education (通识教育) have formed two stages with clear “characteristics,” with the first decade being mainly cultural quality education, and the most recent decade having had general education gradually enter the mainstream and reveal native qualityistics. This change has led the practice of general education to turn from being government led to university autonomy, and also reflects the increasing depth of Chinese exploration into general education. China’s practice of general education still faces problems with integrating major-based professional education and general education, and must adopt suitable solutions.  相似文献   

17.
Abstract

Beginning with linguistic performance as currently defined, this article systematically pursues its implications to and through the notion of “successful communication.” The four divisions of the article attempt explorations of the following questions: What does linguistic performance do? What place does it have in a theory of communication? What are the practical implications of such a theory in connection with actual language use? How is all this relevant to problems of what we take to be “linguistically underprivileged” (minority) groups? The article concludes that the concept of linguistic performance, “scientifically” based, is not significant in successful communication, which is an art.  相似文献   

18.
ABSTRACT

This article starts from histoire croisée to develop a genuinely relational analysis of performances of health education in the context of open-air schools. It interrogates, through places, people, and things conceived of as being performatively entangled, the notion of an internationalisation of school hygiene. These places, people, and things – “international” conferences and exhibitions, “figureheads” of the aspiring New Schools and open-air schools movements, and printed, photographed, and designed materials – reveal open-air schools as “practice[s] and movement[s]” unbound by national or otherwise (real-)imagined borders. Fragmentation accompanied their circulation and ensued from their co-constitutive role in the mediation of knowledge and praxis around hygiene. While still underexplored, economic factors were key to this process. Their analysis from within the “meshwork” in which non-/humans were (are) entangled opens up new lines of enquiry.  相似文献   

19.
Abstract

The disparities between the education of the rich and poor of this nation will continue to grow until educators are more willing and better prepared to work effectively in a variety of schools operating within a variety of models. Teacher education must prepare new teachers with open minds, willing hearts, and myriad strategies to address the realities, strengths, and critical needs of poor, culturally diverse urban schoolchildren and their families. This article describes an initiative that engages one teacher education program with an innovative urban “full‐service” elementary school in a joint effort to serve children and families and to provide a deeper and broader experience for preservice teachers. Education students complete traditional and nontraditional field work in a full‐service school with an “educational village” mission that extends from preschool to adult education.  相似文献   

20.

In this article, we build on arguments in risk communication that the predominant linear risk communication models are problematic for their failure to consider audience and additional contextual issues. The “failure”; of these risk communication models has led, some scholars argue, to a number of ethical and communicative problems. We seek to extend the critique, arguing that “risk”; is socially constructed. The claim for the social construction of risk has significant implications for both risk communication and the roles of technical communicators in risk situations. We frame these implications as a “critical rhetoric”; of risk communication that (1) dissolves the separation of risk assessment from risk communication to locate epistemology within communicative processes; (2) foregrounds power in risk communication as a way to frame ethical audience involvement; (3) argues for the technical communicator as one possessing the research and writing skills necessary for the complex processes of constructing and communicating risk.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号