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王晓兰 《中学英语园地(高三版)》2005,(11)
Som e people believe that schools w ill no longer be necessary in thenear future.They say thatbecause of the Internet and other new technolo-gy,there is no longer any need for school buildings,classes or teachers.Perhaps this willbe true one day,but ifthe world has no schools,I can tim agine how our society w ill be.In fact,w e should learn how to use newtechnology to m ake schools better.W e should invent a new kind of schoolthat is linked(链 接)to libraries,m useum s,science centres,labs an… 相似文献
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Barbara Maughan Andrew Pickles Michael Rutter Janet Ouston 《School Effectiveness & School Improvement》2013,24(3):188-210
Abstract Much work on school effectiveness has been based on cross‐sectional comparisons between schools. Longitudinal studies of schools over time may complement this approach. Changes in both school practice and pupil outcomes were monitored in a five year study of change in six London secondary schools. This paper reports on changes in outcomes, illustrating marked improvements in some areas. A companion paper (Ouston, Maughan & Rutter, in press) explores associated changes in school practice. 相似文献
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Karmen Feher 《通化师范学院学报》2007,(8):39-41
Karmen Feher teaches at a language school in Ljubl- jana,Slovenia.She is a Young Learners Sig Page Editor of the IATEFL Slovenia Newsletter‘In-Iatefl’,and an ESOL Examiner.She is also a member of IATEFL Slovenia,I- ATEFL UK,their Young Learners SIGs and the Cultural and Literature SIG. We have entered a period of swift changes.That is a fact. The modern technologies which have flooded the market and our lives have had their consequences:physical borders are narrower,communication and information exchange more ef- 相似文献
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James Steele 《Educational Media International》2013,50(3):118-122
Abstract The CD‐ROM market in schools is generally expected to be a growth area for computer software developers world‐wide. As a developer, publisher and distributor of CD‐ROMs for schools, the author is interested in the characteristics of CD‐ROMs schools will buy and the potential market. This paper looks at what developers must take into account when considering producing materials for this market. It focuses on school requirements as regards CD‐ROMs rather than the process of producing an educational CD‐ROM. 相似文献
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Harry Brighouse 《British Journal of Educational Studies》1998,46(2):138-152
In arguing for government withdrawal from funding and regulating schooling, James Tooley claims that equality of opportunity in education implies only that all deserve an adequate minimum education. However, he concedes the 'abstract egalitarian thesis'that all should be treated with equal concern and respect. I show that this thesis indeed implies educational equality , and that Tooley's arguments against educational equality rest on a misunderstanding of the foundations of egalitarianism. 相似文献
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Hans Luyten 《Educational Research and Evaluation》2013,19(4):281-306
This article presents a comparison between elementary and secondary schools in the Netherlands with respect to the consistency of achievement scores across subjects both at the individual level and the school level. The analyses showed less consistency at the student level within schools. Although findings with respect to the school level were less conclusive, the consistency appeared to be lower in secondary education when controlling for prior achievement and curriculum track. Résumé Cet article compare les résultats scolaires des élèves des écoles primaires et secondaires des Pays-Bas, dans les différentes disciplines, tant au niveau individuel (élèves) qu’à celui des établissement scolaires (écoles). L’analyse montre qu’il y a moins de constance dans les résultats scolaires des élèves au sein des écoles. Les résultats relatifs aux établissements scolaires se sont avérés moins définitifs. Il semble toutefois que la constance soit moindre dans le cycle secondaire lorsqu’on évalue les résultats scolaires antérieurs et le curriculum. (Traduction: Chantal Sandoz, CIIP/SR + TI, Neuchâtel, Suisse) 相似文献
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Robert H. Anderson 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):257-261
My abhorrence of neoliberalism helps to explain my legitimate anger when I speak of the injustices to which the ragpickers among humanity are condemned. It also explains my total lack of interest in any pretension of impartiality, I am not impartial, or objective … [this] does not prevent me from holding always a rigorously ethical position. (Freire, 1998, p. 22) 相似文献
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W.H. Adriaan Hofman 《School Effectiveness & School Improvement》2013,24(2):146-174
In this paper the focus is placed on cross‐level relationships within effective schools in secondary education in the Netherlands. Three hypotheses have been formulated. The outcomes related to the contingency hypothesis make clear that the managerial capacities of schools in secondary education are of great importance with respect to the effectiveness of schools, especially when a school's position gets under pressure at the local (student) market. Results show the affirmation of a congruency hypothesis with respect to the extent of production orientation of management and teaching staff, and the overall congruence of school and classroom policy. Results of contextual hypothesis suggest that the average intelligence of the school population exerts no effect on school careers in general or on careers of low/high intelligent pupils in particular. However, a school environment with a relatively low average socio‐economic status is positively associated with the school careers of pupils from families with low socio‐economic status. No positive effects are found regarding school careers in general, or ethnic minority careers in particular, when the number of ethnic minority pupils was increasing. 相似文献
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Doret J. de Ruyter 《Interchange》1999,30(2):213-233
The central question of this article is whether separate Christian schools are defensible in a pluralistic liberal democracy. This question is answered from the perspective of Christian parents and based on the premise that these parents want to send their children to separate Christian schools. We argue that Christian education and separate Christian schools can be compatible with civic education of children towards a liberal democratic citizen, but that for some Christian communities this will not be easily achieved. 相似文献
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Stephanie Vega Heather Glynn Crawford J-Lynn Van Pelt 《Equity & Excellence in Education》2013,46(2):250-260
This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students’ safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified. 相似文献
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This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white
and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students,
and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive
urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of
urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these
findings for teacher education, in particular, urban field placements and curriculum, are explored.
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| Jean Ann (Corresponding author)Email: |
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《学校用计算机》2012,29(1-2):40-52
In this article the authors present a review of literature from multiple disciplines pertaining to using eBooks in the classroom in order to understand the underlying literacy and technology related issues and challenges. eBooks brought about changes in how students learn to read, and in how they read to learn. They require students to learn new literacies and to use new technologies, which has had a profound impact on reading pedagogy in K–12 classrooms. Dedicated eBook readers, smartphones, and tablet computers have led to changes in a signature pedagogy—reading literacy instruction. Research is needed on how to best teach the new literacies to help learners adapt to the challenges of new media and technologies. 相似文献
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