共查询到20条相似文献，搜索用时 15 毫秒
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Robert G. Burgess 《教育政策杂志》2013,28(1):125-132
This paper argues that ‘partnership’ is an essential part of the marketization of education. Whilst the market fragments and promotes individualism, ‘partnership’ promotes involvement, commitment and responsibility. It is, though, an involvement, commitment and responsibility based on individual vested interest; a necessary prerequisite to protect one's ‘investment’. In harnessing this, control upon the individual is exerted. ‘Partnership’ is presented here as double‐edged for both parents and teachers. Whilst parents may call teachers to account, ‘partnership’ acts as a form of control upon parents. Employing ‘surveillance’ as a conceptual framework, the nature and purpose of ‘partnership’, together with its management by teachers, is discussed. The paper argues that partnership serves as a device for monitoring parents and engendering what Foucault describes as ‘disciplinary power’ which is ensuring that parents learn to be ‘good’ parents as defined by the teachers and adopt a set of values that match those of the school. 相似文献
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This study investigates university students’ perceptions of classroom experience in foreign-faculty and local-faculty classes and their relations to the type of institution in which they studied. The sample included 714 undergraduate students from 14 universities in Taiwan. The instrument consisted of seven dimensions: peer supportiveness, peer pressure, teacher supportiveness, teacher approachability, study preparedness, class participation, and learning comprehensiveness. The results indicate that students in both types of universities are reluctant to participate, feel pressure, and experience difficulty comprehending course content in the foreign teacher’s class. However, they feel that foreign teachers are more supportive and approachable than local teachers, especially in private universities. Compared with local-faculty classes, private university students prepare more and obtain more peer support in foreign-faculty classes. They also participate more and feel more peer support; however, they comprehend less course content than their public university counterparts in foreign-faculty classes. Detailed discussions regarding the university classroom experience of Taiwanese students in local-faculty classes and foreign-faculty classes are provided. 相似文献
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《Reading and Writing(初中版)》2007,(4)
Life is exciting and convenient in the city.People can enjoy all sorts of services and entertainments such as restaurants,shopping centers,hospitals,cinemas and so on. 相似文献
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张宇 《中学英语园地(高三版)》2007,(11)
My little brother is six years old, in his first grade. Yesterday, he gave Mum a letter from his teacher. "I got a red card today. Could you 相似文献
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This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school. 相似文献
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《中山大学学报论丛》1995,(3)
WemadeasurveyofmammalianinGuangdongandHainanfrom1958,Theresults:3monographesand52paperswerepuplished.1Thesurveyofmammalianresources(1)ThesurveyofmammalianresourcesinHainanIsland.ThecontinuoussurveyofmammalianresourcesinHainanIslandwasmadefromMay,1960toDecember,1964.Theinvestigationswerecarriedoutandmorethan30surveysitesweresetupthere.755specimenofmammalianwerecollectedinthefield,whichrepresentedeightorder,24familiesand68species,ofwhichfivewerenewrecordsfromtheisland.ExcepttheDouelangur(Py… 相似文献
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Amber Simpson S. Megan Che William C. BridgesJr. 《International Journal of Science and Mathematics Education》2016,14(8):1407-1418
Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents’ attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male students’ enrollment in either single-sex or coeducational science classrooms may influence their academic self-concept in science. Utilizing a quasi-experimental research design, findings suggest that being enrolled in single-sex science classrooms influence how students in this study perceive their abilities to perform and learn in science, particularly for females in single-sex science classrooms. 相似文献
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《通化师范学院学报》2004,(2)
Some events such as Beijing’S successful bid for the2008 Olympic Games and China’S entry to WTO haveplunged the whole nation into great excitement and alsobrought about their ideal thinking.China is developing in aparticular period with the combination of agriculture,indus-try and information technology. “Knowledge economy”,which is based on knowledge and technology,will play aleading role in the future society.The tendency of the globaleconomy will accelerate China’S approach to the world e-conomy mainstream.Knowledge,talents,national qualityand the ability of creativeness become the important sign of 相似文献
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Felicia Moore Mensah 《理论付诸实践》2013,52(1):66-72
This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I also discuss the relevance of my argument for in-service professional development. 相似文献
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Slot Esther Akkerman Sanne Wubbels Theo 《European Journal of Psychology of Education - EJPE》2019,34(1):25-43
This study examined daily experiences of interest in and across the social contexts of family and in- and out-of-school peers. Forty-two Dutch adolescents, aged 13–15 years, provided us with 2 weeks of experience sampling data on their engagement in interesting topics and activities throughout their daily lives. Findings show that adolescent daily life included a diverse range of parallel interests. School-related interests made up a substantial part of adolescents’ daily lives, challenging the idea of mere disengagement of secondary school students in academics. Findings also show that some interests are strongly bound to a specific context, while others appear across family and peer contexts. This indicates how multiple contexts can simultaneously feed interests, something that calls for further across-context research of interest development.
相似文献12.
A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students’ perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students’ motivational and learning profiles. Participants were 1098 first-year student teachers who took a course on child development. Results showed that autonomously motivated deep-strategic learners were significantly more positive about each type of learning environment than little motivated and less pronounced deep-strategic learners. However, with regard to achievement, student profiles did not differ. Instead, the learning environment proved to be of significant influence: students in a gradually implemented case-based setting and a completely lecture-based setting scored significantly higher than students in a completely case-based setting. 相似文献
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Hai-tao Zhang Tian-long Chen Bing-lin Zhang De-zhi Wu Ye-chang Huang Fei-bo Wu Guo-ping Zhang 《Journal of Zhejiang University. Science. B》2014,15(9):801-808
β-Amylase activity (BAA) and thermostability (BAT) are important traits for malt quality. In this study, 138 Tibetan annual wild barley accessions and 20 cultivated genotypes differing in BAA were planted and analyzed in 2009 and 2012. Significant differences were detected among genotypes in BAA and BAT. The cultivated genotypes had a mean BAA of 1137.6 U/g and a range of from 602.1 to 1407.5 U/g, while the wild accessions had a mean of 1517.9 U/g and a range of from 829.7 to 2310.0 U/g. The cultivated genotypes had a mean relative residual β-amylase activity (RRBAA) of 61.6% and a range of from 22.2% to 82.3%, while the wild barleys had a mean of 57.8% and a range of from 21.9% to 96.1%. Moreover, there was a significant difference among genotypes in the response of RRBAA to the temperature and duration of heat treatment. The wild barleys had wider variation in BAA and BAT than cultivated genotypes. 相似文献
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Michael Christodoulou 《Journal of Vocational Education & Training》2016,68(3):320-341
The ideal–typical distinction of normal/choice biography has been adopted by many youth researchers over the last 17 years as a means of approaching how vocational adolescents take decisions in a context in which life transitions are reversible and unsafe. In this article, we aim to show that this distinction is overestimated, by focusing on a specific problem current research has brought to the fore. While the agency of working-class adolescents until the 80’s resulted in social reproduction without their habitus being threatened by this intergenerational class continuity, what can we say concerning how today’s working-class adolescents’ identities are formed, given that they remain in vocational schools for a long time? Through life history interviews with 18-year-old vocational adolescents, we examine the reasons why biographical reflexivity plays a crucial role in habitus formation in ‘normal’ biographies and in their decision-making when they face turning points during their school years. We throw light on the narrative devices through which vocational adolescents are trying to reconcile in their identities the embodied skills they acquire in disadvantaged lifeworlds with the official knowledge vocational training offers. We argue that these devices set in motion a kind of biographical ambivalence which we consider to be crucial regarding their life transitions. 相似文献
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Summaries English The diagnosis of pupils’ misconceptions and the identification of reasons for such misconceptions must be considered the prerequisite for helping the pupils to develop correct scientific conceptions. In the present study, an attempt was made to investigate student teachers’ competency to diagnose pupils’ answers for possible misconceptions. It was found that student teachers are, by and large, not capable of making appropriate diagnoses of misconceptions. In view of this, it is suggested that in science teacher‐training programmes specific training activities be included which are designed to develop the desired diagnostic competence. 相似文献
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In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies. 相似文献
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Most english language learmers often complain that it is hard to learm new words by hrart their 相似文献