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Elif Ekin Akşit 《History of education》2013,42(2):287-289
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Margaret Mackey 《Children‘s Literature in Education》2011,42(3):181-183
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Shailesh A. Shirali 《Resonance》2013,18(3):226-240
Marin Mersenne was many things: scientist, mathematician and writer. He did original work on acoustics and on prime numbers; today his name is linked to a family of primes called ‘Mersenne primes’. But his greatest contribution was his work in propagating a culture of scientific inquiry in Europe — a culture which emphasized communication and dissemination and learning from one’s peers. The work done on the cycloid illustrates this theme beautifully. This article looks at some work for which Mersenne is best known. 相似文献
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Robert T. Oliver 《Communication quarterly》2013,61(4):1-2
On August 8, 1974, having been toppled from power by the Watergate scandal, Richard M. Nixon became the first President to resign his office before completing his term. In his resignation speech, Mr. Nixon attempted to vindicate himself before the American people. Analysis of Mr. Nixon's address reveals that his strategies of denial of intent and transcendence to a larger context were largely unsuccessful in securing closure with his audience. 相似文献
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Yu-Hsuan Chen 《Interactive Learning Environments》2018,26(5):695-708
Although research has indicated that augmented reality (AR)–facilitated instruction improves learning performance, further investigation of the usefulness of AR from a psychological perspective has been recommended. Researchers consider presence a major psychological effect when users are immersed in virtual reality environments. However, most research on learner presence has focused on measuring it rather than the factors influencing it. This study explored the relationship between learner perception and presence in an AR-facilitated learning environment. A game-type AR learning process was developed and an experiment was implemented employing a one-group pretest–posttest method. Three sets of research instruments were developed, comprising a learning achievement test, a learner's presence inventory, and a questionnaire on learners’ perception of the AR-mediated environment. A total of 60 validated data samples were collected and statistically analysed. The researchers determined that learner presence closely relates to learning achievement and AR learning perception. These results indicate that a more satisfactory AR perception leads to a higher level of learner presence in the AR environment, thereby resulting in more beneficial learning outcomes. 相似文献
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Geoffrey Walford 《牛津教育评论》2013,39(4):421-422
ABSTRACT Much research on school effectiveness has been characterised by largely overstated claims and poor modelling. School effectiveness research (SER) has tended to define ‘effectiveness’ in terms of a restricted and often inappropriate range of outcomes, to overlook the issue of curriculum alignment, to be limited by the absence of longitudinal data, and it has often been characterised by unsupported assumptions about the homogeneity of school ‘effects’. SER needs to provide justification for the interpretation of ‘effectiveness’ defined as the unexplained part of performance in a statistical model, and a much clearer conception of why certain relationships exist is required. SER has yet to demonstrate the extent to which differences among schools in their ‘effectiveness’ are really caused by identifiable factors within the school and, more importantly, factors within the school's control; evaluations of school improvement interventions are generally unconvincing in this respect. Repeated findings of ‘correlates’ associated with ‘effectiveness’ (particularly when the strengths of the associations are not reported) are no substitute for a well grounded understanding of the specific mechanisms by which schools have their effects. A number of recommendations for future research are made. 相似文献
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《British Journal of Educational Studies》2012,60(1):78-92
Theory of Education by Margaret Sutherland. 182 pp. Longman (London and New York), £6.75, 1988. Review of Child Psychology and Childhood Education. By Lawrence Kohlberg. Longman, New York. 1987. 440 pages, index. Literacy, Schooling and Revolution by Colin Lankshear with Moira Lawler. 1987. London: The Falmer Press, pp. xiv + 260. Making the Future: Politics and Educational Reform in the United States, England, the Soviet Union, China, and Cuba. Edited by Edgar B. Gumbert, 139 pp. Atlanta, Georgia: Centre for Cross‐cultural Education, College of Education, Georgia State University, 1988. US‐Dollar 11.95. University Adult Education in Crisis. By John McIlroy and Bruce Spencer. Pp xi, 206. Leeds: Leeds Studies in Adult and Continuing Education, University of Leeds Department of Adult and Continuing Education, 1988. £5.50. ISBN 0.907644.05.7. A Common Policy for Education. By Mary Warnock. Pp 185. Oxford: Oxford University Press, 1988. £12.95. Effective Teaching in Higher Education. By George Brown and Madeleine Atkins. Pp vii, 245. London: Methuen. 1988, Price £9.95, ISBN 0–416–09082–6. Curriculum y Educación. Edited by J. Sarramona. Pp 176. Barcelona: Ediciones CEAC, 1987. No price. Power to the Parents: reversing educational decline. By Antony Flew. Pp. xii, 171. London: Sherwood Press, 1987. £6.95. Speaking Mathematically: Communication in Mathematics Classrooms. David Pimm. Pp. 217. London: Routledge &; Kegan Paul, 1987. ISBN 0–7102–1133–3. £17.95. Computing and Change on Campus. S. Kiesler and L. Sproull, Cambridge University Press, 1988, £15.00, pp 254, Cambridge. 相似文献
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《British Journal of Educational Studies》2012,60(2):144-154
Preface to the Philosophy of Education. By J. Wilson. Pp. x, 249. London: Routledge &; Kegan Paul, 1979. £9.95. Doctrines of the Great Educators. By Robert R. Rusk. Fifth edition revised by James Scotland. Pp. viii, 310. London: Macmillan, 1979. £10.00, paperback £4.95. Growing Up With Philosophy. Ed. by Matthew Lipman and Ann Margaret Sharp. Pp. 410. Philadelphia: Temple University Press, 1978. $20.00. John Stuart Mill's Theory of Education. By F. W. Garforth. Pp. xiii, 269. Oxford: Martin Robertson, 1979. £12.00. Teachers of Teachers: a history of the Association of Teachers in Colleges and Departments of Education. By Joan D. Browne. Pp. 277. London: Hodder and Stoughton, 1979. Boards edition £9.95; paperback edition £4.95. Understanding Educational Research: An Introduction. Fourth edition. By Deobold B. Van Dalen. Pp. 547. New York: McGraw‐Hill Book Company, 1979. £12.00. Communicative Syllabus Design. By J. Munby. Pp. vi, 232. Cambridge: Cambridge University Press, 1978. £6.95. Social pressures and curriculum innovation: A study of the Nuffield Foundation Science Teaching Project. By Mary Waring. Pp. viii, 263. London: Methuen, 1979. £4.95. The University Teacher and his World: A Sociological and Educational Study. By Richard Startup. Pp. ix, 178. Farnborough, Saxon House, 1979. £10.50. Education and Social Mobility in the Soviet Union 1921–1934. By Sheila Fitzpatrick. Pp. x, 355. Cambridge: Cambridge University Press, 1979. £15.50. Planning in Education. By B. W. Vaughan. Pp. vii, 120. Cambridge University Press, 1979. Hardback £9.50, paperback £4.75. The Effective Use of Reading. Edited by E. Lunzer and K. Gardiner. Pp. 337. London: Heinemann Educational Books for the Schools Council, 1979. £4.50 paper. 相似文献
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Sherryl Scott Heller Janet Rice Allison Boothe Margo Sidell Krystal Vaughn Angela Keyes 《Early education and development》2013,24(6):919-944
This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover. 相似文献
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In When Work Disappears, William Julius Wilson argues that the difficulties black inner-city residents face in finding work has more to do with their failure to acquire the kinds of education, skills, and work habits required by changes in the urban labor market than with racial discrimination. In this essay, I argue that this notion tends both to obscure the substantial gains African-Americans have made in education and to discount the degree to which race continues to mediate the relationship between educational achievement and labor market outcomes. Although there is no question that the economic position of those with little education has deteriorated badly over the last two decades, absent policies that address the persistent racial disparities in employment, reforming education by itself will not substantially improve African-American employment opportunities or reduce black joblessness in the inner city. 相似文献
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HsingChi von Bergmann 《Science & Education》2005,14(1):95-96
Announcement
Eighth IHPST Group International Conference, Leeds, July 15–18, 2005 相似文献15.
The share of female teachers in the U.S. with an MA more than doubled between 1970 and 2000. This increase is puzzling, as it is much larger than that of other college-educated women, and it occurred over a period of declining teacher aptitude. I estimate the contribution of changes in teacher demographic characteristics, increases in the returns to an MA, and changes in teacher certification requirements to increases in teacher MA attainment rates. I find that the majority of the rise in attainment not attributable to secular trends and increases in the average age of teachers can be explained by increases in the returns to an MA among teachers. The increase in MA returns among teachers presents a second puzzle, as there is little evidence that master's degrees increase teacher productivity. 相似文献
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In the World War II era, many United States educators recognised that the claims of racial superiority underlying German anti-Semitism and Japanese imperialism challenged the fundamental democratic idea of human equality that is the bedrock of US political ideals. At the same time, these educators realised the importance of national social cohesion for political unity and strength. Their response to this challenge was to develop school programmes that emphasised the principles of equality of opportunity and inalienable human rights, that promoted respect for diverse races and cultures, that warned against the dangers of race-based totalitarianism and that taught all students to fulfil their responsibilities as US citizens. These programmes, generally referred to as ‘intercultural education’, enjoyed their greatest success from the late 1930s to the early 1950s. In practice, most intercultural education programmes, as implemented in schools, did not live up to the ideals established by intercultural education’s founders. Instead, most programmes focused on the cultural contributions of diverse groups and on values such as tolerance and appreciation for differences. Yet one large and influential public school district, the Detroit Public Schools (DPS) district, did fulfil many of the expectations for the programmes. DPS administrators and teachers pushed intercultural education in more daring directions, directly tackling deeper structural issues such as power, privilege, discrimination, equality and race to help students from different racial and cultural backgrounds respect one another and to help groups that were traditionally discriminated against achieve their full rights as citizens. Intercultural education in Detroit simultaneously taught students to value racial and cultural diversity and to cherish and follow civic values – not an easy task. Although intercultural education was a short-lived movement, ending in the 1950s in Detroit and around the country, we demonstrate that many initiatives of intercultural education formed the basis for accomplishments several decades later, during what is known as the multicultural education movement. Intercultural education also had a legacy through Norman Drachler, a leader of the intercultural programmes in the 1940s: years later, as General Superintendent of the DPS in the late 1960s, Drachler would lead the effort to dramatically change US history textbooks to be inclusive of diverse people and groups. 相似文献
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John L. Elias 《Religious education (Chicago, Ill.)》2013,108(3):225-246
This article describes the involvement of Roman Catholics in the Religious Education Association during the first 50 years of its existence. It examines attitudes of Protestants toward Catholics expressed in journal articles, convention speeches, and archival material. It presents the contributions of Roman Catholics at conventions and in journal articles during this period. The article contends that Roman Catholics deepened involvement in the REA went a long way to making the association a multifaith organization. The history also documents changes in Roman Catholic viewpoints and emphases over the period of these 50 years from an exclusive concern with schooling to a broader view of the educational mission of the church and from education in an authoritarian and dogmatic spirit to one slightly more open to outside influences and cautiously willing to cooperate with other religious groups. 相似文献
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Daniel Hernández-Torrano 《Roeper Review》2018,40(1):36-45
The purpose of this study was to examine the presence of excellence gaps (i.e., differences between subgroups of students performing at the highest levels of achievement) in a sample of 563 students nominated as gifted by their teachers in urban, semi-urban, and rural settings in Spain. In general, the results suggested the existence of excellence gaps between urban and rural students, with urban students outperforming rural students in verbal and numerical reasoning, as well as in all divergent thinking dimensions (i.e., fluency, flexibility, originality, and elaboration). Differences across geographic locations were likely to be attributed to the limited opportunities available to high-achieving students to develop their talents and achieve excellence in rural schools. Limitations of the study, directions for future research, and educational implications of the study are provided. 相似文献