Vocational Secondary Schools can be more Cost‐effective than Academic Schools: the case of Israel     

Shoshana Neuman  Adrian Ziderman 《比较教育学》1989,25(2):151-163

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The Secret Garden revisited   总被引：1，自引：0，他引：1  

Adrian Gunther 《Children‘s Literature in Education》1994,25(3):159-168

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Characteristics of a positive experience for women who have unmedicated childbirth   总被引：1，自引：0，他引：1       下载免费PDF全文

Hardin AM  Buckner EB 《The Journal of perinatal education》2004,13(4):10-16

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Exploring the relationship between homework task difficulty,student engagement and performance     

Raymond Lynch  Adrian Hurley  Olivia Cumiskey  Brian Nolan  Bridgeen McGlynn 《Irish Educational Studies》2019,38(1):89-103

This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework.  相似文献   

The pedagogical value and the interdisciplinary nature of inductive processes in forming generalizations: Reflections from the classroom     

Bharath Sriraman  Harry Adrian 《Interchange》2004,35(4):407-422

The tendency to generalize from specific experiences leading to new, more abstract concepts is a natural aspect of human thought. Generalizations are the end result of an inductive process that begins with the identification of similarities in seemingly disparate situations. It is the existence of such generalizations that makes it possible for us to understand each other and the world around us. It is pedagogically weak to present generalizations to students and expect them to know how and when to apply them. On the other hand if students experience the inductive process in classrooms and discover generalizations, they are likely to remember and use this process when tackling other problems. The authors illustrate the pedagogical value of such an approach and the interdisciplinary nature of the inductive process by reflecting on teaching practices in English literature and mathematics in a high school classroom. In particular the authors reflect on how the inductive process was applied to four short stories and four problem-solving situations, which resulted in high school students arriving at generalizations that characterized the stories and the problems. A conceptual model that illustrates how inductive processes facilitate generalizations in the classroom is presented.  相似文献   

The governance of sustainable socio-technical transitions   总被引：8，自引：2，他引：8  

Adrian Smith  Andy Stirling  Frans Berkhout   《Research Policy》2005,34(10):1491-1510

A quasi-evolutionary model of socio-technical transitions is described in which regimes face selection pressures continuously. Differentiated transition contexts determine the form and direction of regime change in response to these pressures. The articulation of pressures, and the degree to which responses are coordinated and based on resources available within the regime, define the transition context. Four alternative contexts are described: endogenous renewal; re-orientation of trajectories; emergent transformation and purposive transitions. Agency and power in the governance of regime transformation are analysed. Power to affect change depends on regime membership, the distribution of resources for change and expectations.  相似文献   

Grief – The Expression of Romanian Artistic Spirituality     

Adrian Dragut 《The International Journal of Art & Design Education》1999,18(2):213-216

This paper expresses a personal point of view of the main features of Romanian artistic spirituality based on the writings of Romanian philosopher, Emil Corian, on personal knowledge of Romanian folk art, of the art of the initiated, and on teaching and art-making experience.  相似文献   

Intelligence,general knowledge and personality as predictors of creativity     

Mark Batey  Adrian Furnham  Xeniya Safiullina 《Learning and individual differences》2010,20(5):532-535

This study sought to examine the contribution of fluid intelligence, general knowledge and Big Five personality traits in predicting four indices of creativity: Divergent Thinking (DT) fluency, Rated DT, Creative Achievement and Self-Rated creativity and a combined Total Creativity variable. When creativity was assessed by DT test, the consistent predictor was fluid intelligence. When creativity was assessed in terms of achievement or self-rating, personality variables were consistently predictive.  相似文献   

Proofreading as an index of crystallised intelligence     

Adrian Furnham 《教育心理学》2010,30(6):735-754

This paper reports on four studies that were all concerned with cognitive and non‐cognitive correlates of proofreading (PR) ability. A new, five‐minute PR test was devised and piloted. In the first pilot study (N = 191) it was correlated with a verbal reasoning test. In the second study (N = 103) PR scores were regressed onto measures of personality: approach to learning, general and fluid intelligence (verbal reasoning) as well as a test of general knowledge. All three cognitive ability measures were significant predictors of PR but when entered together, general knowledge alone remained significant and accounted for a third of the variance. The third study (N = 95) was similar, except it also included a measure of typical intellectual engagement. Fluid intelligence (verbal reasoning) and openness were the only significant predictors of PR. In the fourth study (N = 249) participants completed four tests: PR, fluid intelligence (verbal reasoning), vocabulary and spelling. PR was consistently correlated with verbal reasoning but more strongly correlated with measures of crystallised intelligence, namely general knowledge and vocabulary. Implications and limitations are considered.  相似文献   

From education for peace to education in conflict: changes in UNESCO discourse, 1945–2015     

Julia C. Lerch  Elizabeth Buckner 《Globalisation, Societies & Education》2018,16(1):27-48

Since the turn of the twenty-first century, the global education community has focused significant attention on the promotion of education in fragile and conflict-affected contexts, embodied in the growth of a new sub-field called Education in Emergencies. This article points out the surprising distinction of this new sub-field from the more established and closely related field of peace education. It examines United Nations Educational, Scientific and Cultural Organization (UNESCO) documents for insight into the changing global ideas that have facilitated the shift in focus from peace to conflict. Empirically, we draw on a quantitative content analysis of more than 450 UNESCO documents published between 1945 and 2015. We find that education for peace remains a constant, if evolving, concern in these texts, but that a powerful emphasis on individual rights has shifted the discursive focus away from inter-state relations and towards the educational needs of young people. In the documents, conflict is now theorised as a threat to education and peace is re-envisioned not just as the desirable outcome of education, but also as its pre-condition. We show how this ideational transformation has re-cast an expansive array of conflicts, natural disasters, and other emergencies as threats to education.  相似文献