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1.
刘群 《内蒙古师范大学学报(哲学社会科学版)》2002,(Z2)
本文比较了浪漫主义运动的两位代表人物华兹华斯和拜伦的写作风格。二人虽然有许多共同之处,即浪漫主义的基本特征,但在对待素材的态度和写作技巧方面截然不同,存在可比性。笔者在这里探讨这个问题,以供读者对浪漫主义这一文学运动有更全面的认识和欣赏。全文分四部分:(1)浪漫主义运动的基本特征;(2)二者的共同之处:歌颂自然,同情人民的苦难;(3)各自的独特之处:自然的不同意义,不同的政治倾向,不同的语言风格;(4)以上现象的原因。 相似文献
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Torsten Husen 《Scandinavian Journal of Educational Research》2013,57(4):151-153
Since July this year, the Scandinavian Journal of Educational Research has been reorganized as a result of a proposal made by the journal's long‐time Managing Editor, Prof. Johs. Sandven (see cover page 2). As it was his main goal with the new administrative model to place the responsibility for the journal in new hands, he felt that at the same time it was timely to retire both as editor and as a member of the board. We would like to underscore both this special happening and Sandven's unique contribution to our journal by the following comments. 相似文献
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Sonya Douglass Horsford 《The Educational forum》2017,81(2):136-147
AbstractThis article explores the paradox of “race” and U.S. education reform in the 21st century. I consider how the invisible ontology of race and its entangled relationship with class divert our attention from economic inequality and undermine policies intended to redress racial inequality in schools. I conclude that the education research community must unpack its use of “race” and focus on the role of racism in the maintenance of racial caste in America's schools. 相似文献
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Dana L. Cloud 《Quarterly Journal of Speech》2013,99(3):285-306
This article explores the role of widely circulated images of Afghan people in building public support for the 2001–2002 U.S. war with Afghanistan. Emphasizing images of women, I argue that these representations participate in the more general category of “the clash of civilizations,” which constitutes a verbal and a visual ideograph linked to the idea of the “white man's burden.” Through the construction of binary oppositions of self and Other, the evocation of a paternalistic stance toward the women of Afghanistan, and the figuration of modernity as liberation, these images participate in a set of justifications for war that contradicts the actual motives for the war. These contradictions have a number of implications for democratic deliberation and public life during wartime. 相似文献
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Sir William Alexander 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):90-92
Data derived from systematic observation of pupils and teachers in 32 junior classrooms are used to consider the relationship between the teaching methods employed by teachers and the proportion of class time pupils spend engaged on curriculum tasks. Correlations between levels of whole‐class, group and individual interactions and the proportions of lesson time pupils spend working directly on curriculum tasks show that classrooms which have higher levels of whole‐class interaction have considerably higher levels of pupil time on task than classrooms with lower levels of whole‐class interactions. Further analysis shows that this association cannot be accounted for simply by pupils spending more time on task during class lessons. In particular, higher levels of whole‐class interaction are associated with pupils spending a higher proportion of time on task during periods of individual activity as well as at other times. 相似文献
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H. L. Elvin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):93-94
This paper presents results from the Assessment of Performance Unit (APU) science surveys which relate directly to Northern Ireland and shows that both the performance on the APU tests and uptake of science subjects for 15‐year‐old pupils from Northern Ireland was worse than those of their English contemporaries. These differences were present throughout the ability range for boys and are extremely large for those pupils studying less than eight O‐levels (i.e. mainly those pupils attending secondary intermediate schools in Northern Ireland). 相似文献
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Thomas L. Reddick 《The Teacher Educator》2013,48(2):33-36
Dr. Reddick discusses four promising educational research projects currently being funded by the Bureau of Research. 相似文献
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Sir Ronald Gould 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):95-96
Letter grades in marking have to be converted to a numerical scale before they can be added or averaged, and the conversion may introduce error in the final total. The use of the stanine scale to control some (but not all) of these sources of error, is described, together with a simple graphical conversion procedure. 相似文献
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Lee S. Shulman 《教育心理学家》2013,48(2):90-92
Several serious problems in the theoretical foundations of factor analysis are reviewed. The first, factor‐naming, is discussed as a determinant of factor fame. A second problem, that of rounding errors in the computerized extraction of factors, is treated from the perspective of psychoanalyticametric theory. Results of an empirical study of the causes of rounding errors are presented and discussed. 相似文献
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This article traces the rectorate of Fr. Joseph M. Bampton, S.J. at St. Stanislaus' College (or “Beaumont College”), a Jesuit boarding school for boys opened in 1861 near Windsor (Berkshire, England). Although Bampton did not succeed to a flourishing school (the number of students was then extremely small), his term of office (1901–1908) was so productive that Beaumont received recognition as a public school with the admission of its Rector to the Headmasters' Conference (HMC) in 1906. Several factors which made this recognition possible, and which Beaumont shared with its Protestant counterparts (Eton was only a few miles upstream on the other side of the Thames), are analysed: character formation, athleticism, scholarship, Oxford and Cambridge links, leadership, gentry aspirations, intimacy with aristocracy and royalty, and military spirit. Prominent among them (and of special relevance in this study), is Bampton's introduction of the “Captain” system of discipline, or government of boys by boys, as opposed to the age‐long Jesuit system of strict and “ceaseless” boy supervision by masters of discipline or prefects. The latter was the method pursued at Stonyhurst (Lancashire), the “doyen” of the Jesuit colleges in England, and also at the sister educational establishments of France and Spain. The practice of surveillance in French and Spanish colleges run by the Society of Jesus also receives its due share of attention. At once, Bampton's method invites comparison with the reforms introduced by Thomas Arnold (1795–1842) at Rugby in the 1830s. Like Arnold, Fr. Bampton had to face opposition from his community, but his strong will and determination enabled him to pass on to his successor a school restored to its former prosperity. By the 1920s, the “Captain” system of discipline had become a Beaumont tradition which was copied even by Stonyhurst, for so long the sanctuary of Jesuit orthodoxy. For the explanation of Bampton's scheme, “revolutionary” in a Jesuit college, both unpublished material written in the Rector's own hand and the expository articles from his pen which appeared in The Beaumont Review, the school magazine, have been drawn upon. An Appendix at the end of the article gives the names of all the Beaumont Captains between 1901 and 1908. 相似文献
12.
Abstract This review of literature includes recent studies of distance learning in military settings. Aspects of distance learning reviewed include 1) distance learning delivery systems, 2) effectiveness studies comparing distance learning and resident training, and 3) speculation as to the future of distance learning in military settings. Additionally, the results of interviews conducted at military sites and universities with experience in distance learning are reported. 相似文献
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Ron Zambo Debby Zambo Ray R. Buss Jill A. Perry Tiffany R. Williams 《Innovative Higher Education》2014,39(2):123-137
Given continued confusion about the Ed.D.degree, universities affiliated with the Carnegie Project on the Education Doctorate (CPED) have re-envisioned it using a set of guiding principles and design features. In this study, we investigated why students and graduates chose to pursue the Ed.D., what and how they learned, how they viewed themselves, and whether they perceived their programs to be aligned with CPED’s principles. Data were collected from 296 participants at 14 CPED institutions using an online survey. Results indicated respondents agreed that their programs were aligned with CPED principles, helped them meet their professional and personal goals, and developed them as scholarly practitioners. 相似文献
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《校园英语(教研版)》2014,(4):39-40
<正>全国优质课一等奖教材内容:外研社版(新标准)英语教科书九年级上册Module 1 Unit 2所教年级:九年级学生背景:九年级的学生已经有了一定的认知能力和生活经历,他们喜欢旅游,善于探索,渴望了解、体验这个神奇世界。Module 1 Wonders of the world中Unit 2来自一篇游记,介绍世界奇观美国科罗拉多大峡谷,学生会非常感兴趣。读游记,感自然神奇;品游记,舒心中热爱。 相似文献
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T.S.Eliot,a great American poet in the twentieth century,is a spokesman of the Imagist Movement.He emphasizes describing the rotten Western civilization and the decayed morals after the First World War.Prufrock that T.S.Eliot described in his early poems is timid,hesitant,sensitive,anxious,lack of will and confidence;This paper will analyze the detailed behaviors of the characters in Eliot’s early poems and reveal the major image of modern men more clearly. 相似文献
16.
E.E. Cummings is an American poet who is famous for his fantastic poems. L(a, one of his representative works, is a unique visual poem that shows Cummings' feeling of loneliness and takes readers into a sentimental scene. A great many researches have been done on this poem focusing on the morphology, visual effects, tonality and Cummings' inner world. However, a comprehensive literature review of this poem has hardly been made. Thus, this paper sums up some representative comments of these aspects, doing a literature review of it and then puts forward the author's own interpretation to make a contribution to the future studies of the poem. 相似文献
17.
Jeong-Gil Woo 《Asia Pacific Education Review》2014,15(1):79-88
In this paper, the author investigates what kind of challenges contemporary pedagogy has confronted, focusing on the question of knowability of radical otherness of the educated and the makability of the human being through education. Starting from two different narratives reflecting on their personal educational relationships and their identity as an educator, the author sketches the contrasting development in the history of pedagogy from Comenius via Kant and Buber and expands on the pedagogical reception of the philosophy of the Other by Lévinas. Differing from the ego- and subject-centeredness of modern pedagogy, Lévinas proposes a rather humble concept of a subject who is always and already responsive to and responsible for the Other. Based on this contrast, the author suggests that modern educators can be freed from an all-knowing and almighty complex and get to a more sympathetic, sensitive, and ethical dimension for their pedagogical practice. 相似文献
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Tricia Vilkinas 《Innovative Higher Education》2008,32(5):297-311
Twenty-five faculty members were interviewed to determine how they supervised their Ph.D. students’ thesis preparation. A
content analysis of the interview data indicated that the majority of them were task-focused. They supported their students
intellectually, emotionally, and structurally. Some academics considered their students as colleagues, and a few developed
research teams. Watching the students grow and develop and doing research with them as colleagues were the most enjoyable
aspects of the supervision process. The integrated competing values framework (ICVF) was used to illustrate how most of the
study participants were task-focused and were not able to deliver paradoxical roles; nor were they able to reflect on their
supervisory capabilities and learn from those reflections.
Tricia Vilkinas was awarded the B.Sc., B. Comm., Dip Psych., and M. Psych from the University of Queensland Australia; and she holds her Ph.D. from the University of Newcastle, New South Wales, Australia She is the Foundation Professor of Management at the University of South Australia. Her research interests are focused on leadership and its application in a range of settings. She can be contacted at patricia.vilkinas@unisa.edu.au. 相似文献
| Tricia VilkinasEmail: |
Tricia Vilkinas was awarded the B.Sc., B. Comm., Dip Psych., and M. Psych from the University of Queensland Australia; and she holds her Ph.D. from the University of Newcastle, New South Wales, Australia She is the Foundation Professor of Management at the University of South Australia. Her research interests are focused on leadership and its application in a range of settings. She can be contacted at patricia.vilkinas@unisa.edu.au. 相似文献