共查询到20条相似文献，搜索用时 618 毫秒
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对于"poor"这个单词,不同的人有不同的理解。单纯把它翻译成中文,即"贫穷的,虚弱的,差的"。是的,它的本意如此,这是最普通的定义,而我们通常也只看到最普通的这一种。然而把它分解开来,便可以发现潜藏其中的秘密。"P"——"poor"中首个字母,一个可以引发我们无数联想的字母。贫穷吗?不!我们很富有!我们都是幸运的孩子,因为有"parents(父母)",我们心里装满了浓浓 相似文献
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Latin American students consistently score low on international tests of cognitive skills. In the PISA 2012 results, students in seven Latin American countries had an average score of 395 in mathematics, or about 100 points lower than the average score of 497 in four Scandinavian countries. We estimate the effect of socioeconomic characteristics on student scores in Latin America and Scandinavia and find that 50 points of the difference are explained by Latin American parents’ lower average educational and socioeconomic characteristics, 25 points are explained by Latin America’s weak cultural orientation toward reading books and the remaining 25 points are explained by the lower effectiveness of Latin American educational systems in teaching cognitive skills. 相似文献
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In this paper, we examine the trajectories of initially higher- and lower-achieving children from lower and higher socio-economic status families from primary school through to university in England for the first time. We also explore what explains these trajectories. This enables us to provide new insights into when and why the performance of children with similar initial achievement diverges on the basis of their socio-economic background. Our results indicate that pupils from poor backgrounds who are higher achievers in primary school fall behind their better-off but lower-achieving peers during secondary school. This suggests that secondary school may be a critical period to intervene to prevent poor children from falling behind their richer peers. Our analysis suggests that there is less divergence in performance between pupils from different socio-economic backgrounds who attend the same schools. This result is particularly strong for children with low initial achievement. While we remain cautious about the implications of these findings, they provide suggestive evidence that schools (or the sorting of pupils into schools) play an important role in explaining why the test scores of richer and poorer children diverge over time. 相似文献
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Eleni Morfidi Anastasios Mikropoulos Aspasia Rogdaki 《Education and Information Technologies》2018,23(1):271-286
The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to compare the above experimental approaches to traditional teaching and finally to demonstrate if there are significant differences in the level of satisfaction reported by children under the three instructional approaches used. Thirty fifth grade children participated from which three groups of poor readers were formed, matched on age, gender and reading ability. The two experimental groups were taught with the use of digital text-based and multimedia concept maps respectively and the control group was subjected to the traditional teaching method of expository material. Each group had three sessions of instruction on three different expository texts. The results indicated that concept mapping can be an effective means for teaching expository content. However, there were no differential learning outcomes when adding multimedia elements to concept maps. Moderate satisfaction was reported for all three approaches. The findings coincide with the body of literature emphasizing the importance of concept mapping in the learning and instruction of children with reading difficulties. The study’s results inform potential educators on the use of multimedia with poor readers in elementary school. 相似文献
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Wanhua Ma 《Asia Pacific Education Review》2012,13(2):263-271
Some researchers in China believe that the rural poor??s earlier disadvantaged education experiences stopped them to get into the leading research universities. In my research, I find equal access to leading research universities relates with many issues, the gross enrollment rate disparity among provinces, the change of enrollment policies, the distributions of enrollment quotas, the urban/rural residence and disciplinary distribution all are the factors that put the rural poor in a difficult position to access the leading research universities. The paper concludes that in the race for creative minds, the leading research universities have forgotten their social responsibility of equity. 相似文献
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This study examined phonological awareness at the level of phonemes and rhyme and related this to nonword naming ability. Poor readers were compared with 11 year old chronological-age controls and 8 year old reading-age controls. The poor reader group was impaired for chronological age in all tasks, and impaired for reading age at nonword naming and phoneme deletion. The poor readers' rhyming skills, however, were commensurate with reading age. Individual variation was observed together with exceptions to the group findings; most poor readers performed within the range of the reading-age controls on the phonological tasks and in nonword naming. Dissociations in phonological skills were evident, including indications that intact awareness of rhyme may not be a prerequisite for the development of phoneme awareness. Furthermore, phoneme awareness correlated significantly with poor readers' word and nonword reading ability, whereas rhyming skill did not. Therefore, phoneme awareness may be more important than rhyming skill in understanding reading disorders. 相似文献
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India has seen an explosion in low-fee private (LFP) schooling aimed at the poorer strata of society, and this once-urban phenomenon has spread in the last decade to rural areas, with implications for equity due to the level of direct costs involved. This study explores whether or not LFP schooling in rural India is pro-poor and equitable, and finds that these schools are unaffordable to the bottom two wealth quintiles of families. This conclusion has implications for policy formation and shows that increased reliance on a market in education will not help to achieve equitable access to primary schooling for all. 相似文献
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Hongmei Yi Linxiu Zhang Renfu Luo Yaojiang Shi Di Mo Xinxin Chen Carl Brinton Scott Rozelle 《International Journal of Educational Development》2012
Despite requirements of and support for universal education up to grade 9, there are concerning reports that poor rural areas in China suffer from high and maybe even rising dropout rates. Although aggregated statistics from the Ministry of Education show almost universal compliance with the 9-year compulsory education law, there have been few independent, survey-based studies regarding dropout rates in China. Between 2009 and 2010 we surveyed over 7800 grade 7, 8, and 9 students from 46 randomly selected junior high schools in four counties in two provinces in North and Northwest China to measure the dropout rate. We also used the survey data to examine factors correlated with dropping out, such as the opportunity cost of going to school, household poverty, and poor academic performance. According to the study's findings, drop out rates between grade 7 and grade 8 reached 5.7% and dropout rates between grade 8 and grade 9 reached 9.0%. In sum, among the total number of students attending junior high school during the first month of the first term of grade 7, 14.2% had left school by the first month of grade 9. Dropout rates were even higher for students that were older, from poorer families (and families in which the parents were not healthy), or were performing more poorly academically. We conclude that although the government's policy of reducing tuition and fees for junior high students may be necessary, it is not sufficient to solve the dropout problem. 相似文献
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Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality... 相似文献
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Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years 相似文献
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In an effort to address social imbalances and equity in Ghana's education delivery and to achieve her Education for All (EFA) agenda, some pro-poor programmes have been introduced. Among these is the Ghana School Feeding Programme (GSFP) that aims among others, at providing safety nets for the poor, increasing school enrolment in addition to boosting domestic food production. While this programme has been implemented since 2005, there is paucity of information on the experiences of beneficiaries and implementers. The GSFP has been designed as a national programme to feed children in public kindergarten and primary schools, based on a single implementation framework. This single implementation framework does not make room for contextualization of programme implementation and allow the tapping into the knowledge base of both the school and the community in making judgments about who is really needy and who is not. Thus, the study sought to explore the experiences of beneficiaries and implementers of the programme within three rural communities in Ghana, using interviews and observations. Challenges of programme delivery, which include prolonged time spent on serving, eating and cleaning up, counter effective teaching and learning and pose a threat to education quality. There are policy conflicts, funding challenges and issues about targeting and sustainability of the programme. These give credence to the need to understand the local dynamics of poverty and how they affect demand for educational access in rural contexts. The paper finally proffers ways in which insights gained from these experiences can contribute to the current discourse on School Feeding Programmes in the context of developing economies. 相似文献
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England is the oldest nation of industry revolution and the earliest industrialization country in the world. With colonization system breakdown and economic giant, the United States, Germany, Japan etc. rising, today of England had already lost former days of elegant appearance. The disadvantageous vocational education is one of essential factor for England economy decline post-war. After the Second War, the student source of vocational education in England is shortage and its quality is not high; ＂The comprehensive high school exercises＂ make the vocational education almost lost exhaustively. The reform measure of variety vocational education in the recent years also did not receive the obvious result. The fall behind and dilatoriness of vocational education make engineering technician and technique worker who are on-the-job near the machine seriously missing, ultimately lead to economic comedown in England. England emphasized literacy education and neglected the occupation education. This is an important reason that resulted in this kind of condition. Under this situation, it caused directly its economy develooment dilatoriness. 相似文献
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Data-based decision making in schools aims to address students’ needs and improve their performance by leveraging the information contained in data. However, to learn from data, teachers are required to transform them into actionable information. In two studies, we focused on how teachers can learn about the strengths and weaknesses of their class performance from statewide test data by investigating how sensitively, efficiently, and accurately they are able to judge the magnitude of mean differences. The results indicate that teachers can judge mean differences with very high accuracy (τ = .85) but only consider moderate and large effects to be meaningful, indicating low sensitivity. By systematically varying different graph types, we also found that participants quickly increased their efficiency in terms of dwell time when repeatedly confronted with a specific graph type and were most sensitive to the use of stacked or clustered bar graphs. 相似文献
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Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies
have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes
that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes
during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes
(38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal
and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling
mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process
and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience
(‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the
present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect
training approach (i.e., supporting the learners with strategy prompts) were developed. 相似文献
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High quality lexical representations in memory, characterized by accuracy and stability, are said to underpin fluent reading. Here, the relationship between orthographic quality and reading speed was examined by asking undergraduates (N = 74) to repeatedly read and spell words. Spelling performance over five trials indicated orthographic quality. Single word reading speed was measured using E-Prime technology. A within-participant repeated measures analysis revealed that words which participants spelled consistently accurately, were read faster than words which were misspelled. This pattern also held in a within-word analysis; the same words were read faster by individuals who always spelled them correctly, compared to those who did not. Further, it was found that when words were spelled using the same incorrect letter patterns across trials (i.e., in the same erroneous way), they were read faster than when they had an incorrect but less stable representation (i.e., inconsistent spelling across trials). Hence, the difference in reading speed appears to be a function of both the accuracy and stability of the orthographic representations stored in memory, rather than due to characteristics of individual participants or words. These results lend support for a central role of lexical quality in both spelling and reading, and are discussed with reference to the lexical quality hypothesis. 相似文献
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Rosemary Deem 《教育政策杂志》2013,28(6):615-636
This article examines the views of staff employed in UK higher education institutions (HEIs) about how those institutions are dealing with the impact of recent UK equality legislation and related European employment directives. Assumptions underlying current approaches to equality in UK HEIs are examined, particularly the notion of meritocracy, which advocates job selection and promotion based on normatively and culturally neutral measures of merit. The article is based on a project funded by the Higher Education Funding Council for England, using qualitative case studies of six English, Welsh and Scottish HEIs. The project data suggest that equality policies for staff and students are in tension with each other, that staff policies may clash with other institutional policies, for example on research excellence or enhancing the student experience, and that the rhetoric of equality policies is not always matched by the day‐to‐day experience of staff. The article suggests that the case study UK HEIs, with their continued focus on meritocracy and excellence, have not yet adapted to the new climate of employee equality legislation and perhaps need to consider a different approach than the meritocratic one. 相似文献
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Eivind Aadland Gunnar Noer Odd Lennart Vikene 《Journal of Adventure Education & Outdoor Learning》2016,16(2):131-145
The aims of this study were to analyse recreational sea kayaking and touring incidents in Norway with a specific focus on wind conditions and to elaborate on practical implications for the prevention of future incidents. We included 49 incidents reported by the media between 2000 and 2014. Incidents occurred in various wind conditions, but most incidents (60%) occurred in moderate to strong breezes (9–14 m/s). Wind strength and direction were generally forecast accurately and conditions were mainly stable throughout the day of the incident. Thus, sea kayaking and touring incidents in Norway seem to happen in various wind conditions; however, paddlers should have been well informed and aware of the hazards they were facing. Future incidents could be prevented by increasing sea kayakers’ situation awareness through discussion of experts’ decision-making processes and the arrangement of situated learning experiences in realistic settings. 相似文献