Religious Education of the Preschool Child     

Agnes Tilson 《Religious education (Chicago, Ill.)》2013,108(10):923-926

The chief training in religion is what parents do and are rather than what they say in direct instruction.‐‐George Hodges.  相似文献   

Macroappraisal in the Netherlands. The First Ten Years, 1991–2001, and Beyond     

Agnes E. M. Jonker 《Archival Science》2005,5(2-4):203-218

A new appraisal method for national government records introduced in the 1990s aimed at reducing backlogs in the transfer of pre-1976 records to the National Archives of the Netherlands. Since then, appraisal and disposition decisions are based on macro analysis. Preventing new backlogs from occurring was a second goal. The socalled project PIVOT (1991–2001 and after) coordinated the introduction, development, and implementation of the new appraisal method. This article describes the objectives, method, and appraisal criteria, as well as the criticism and laborious progress of this ongoing story. This article is a revised and enlarged version of an earlier publication, “Makrohindamine Hollandis. Eskimesed kümme aanstat: 1991–2001”, TUNA Ajalookultuuri ajakiri 4 (2003): 150–154.  相似文献   

Let''s Talk: Using Personal Construct Psychology to Support Children and Young People - By Simon Burnham     

Agnes Donnelly 《Journal of Research in Special Educational Needs》2009,9(2):135-135

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Audio‐cassette tapes in distance teaching: student evaluation     

Agnes Lappia  Agnes Lappia 《Distance Education》1989,10(2):277-284

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Effects of single‐sex versus co‐educational classes and schools on gender differences in progress in language and mathematics achievement     

Eva Van de gaer  Jan Van Damme  Agnes De Munter 《British Journal of Sociology of Education》2004,25(3):307-322

In this study, the effects of single‐sex versus co‐educational classes and schools on the progress in language and mathematics of boys and girls at the end of the second year of secondary education are investigated. Data from the Longitudinaal Onderzoek Secundair Onderwijs project are used. Multilevel analyses were carried out on a sample of approximately 4000 pupils, 330 classes (190 single‐sex), 180 teachers and 50 schools (20 single‐sex). The results indicate that for boys the gender composition of the classes has more impact than the gender composition of the schools, whereas for girls the gender composition of the schools is more important. Boys make more progress for language (and not for mathematics) in co‐educational classes even after we have taken into account the selective nature of the classes. Girls, on the other hand, make more progress for mathematics (but not for language) in single‐sex than in co‐educational schools.  相似文献   

Intellectually gifted students with possible characteristics of ASD: a multiple case study of psycho-educational assessment practices     

Agnes E. J. Burger-Veltmeijer  Alexander E. M. G. Minnaert  Els J. Van den Bosch 《欧洲特需教育杂志》2016,31(1):76-95

The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and intervention indications. The current study is the second in the validation process of the S&W Heuristic. An in-depth analysis of three assessment dossiers of Dutch IG-students with possible characteristics of ASD is focused upon. The core question is whether the S&W Heuristic is of added value to diminish bias in any direction and increase systematicity. The results indicate that bias, mainly directed at Strengths, as well as unsystematicity were present in different stages of two assessment dossiers. The conclusion is that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of) IG + ASD.  相似文献   

Professional Learning Communities: A Review of the Literature   总被引：7，自引：0，他引：7  

Louise Stoll  Ray Bolam  Agnes McMahon  Mike Wallace  Sally Thomas 《Journal of Educational Change》2006,7(4):221-258

International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.  相似文献   

A tale of two countries: comparing civic education in the Philippines and Singapore     

Mark Baildon  Jasmine B.-Y. Sim  Agnes Paculdar 《Compare》2016,46(1):93-115

This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries.  相似文献   

Career development issues among Japanese work groups     

Agnes Watanabe Ph.D.  Edwin L. Herr Ed.D. 《Journal of Career Development》1993,20(1):61-72

Conclusion Like most of the industrialized nations of the world, Japan is undergoing changes in its occupational structure, in its societal values about work and achievement, and in the demographics of its work force. These changes have different types of impact on the career development of young workers, initial entry and reentry women, and older workers.As greater clarity is established on how these populations differ between and within groups, Japan's policy-makers have become aware that different types of intervention programs must be developed and implemented for each of these groups. However, there is not a sufficient number of counselors, who are trained to deal with the career development and transition to work issues presented by each of these groups, to respond to the growing needs for career counseling and career guidance across the nation. Clearly, a national agenda for serving a work force in Japan which is aging, diversifying, and entering and adjusting to an occupational environment which is itself in flux must include major attention to counselor preparation, research in career development across the life-span, and the development and testing of career development programs tailored to multiple individual and group needs.  相似文献   

Project on the Effectiveness of Learning Strategies and Metacognitive Skills     

Agnes Chang Shook Cheong 《Asia Pacific Journal of Education》1992,12(1):87-90

Teachers should not only be concerned with the products of learning but also with the processes of learning as good teaching involves teaching pupils how to learn effectively. The importance of teaching pupils ‘to learn how to learn’ has gained momentum as recent research provides more and more evidence that substantial variance in learning outcomes can be attributed to learning approaches adopted by pupils (Marton, 1976; Marton and Sayo, 1978; Svenssin and Theman 1983; Marton and Saljo, 1984; Biggs, 1987; Chew 1988; Cheng, 1985).  相似文献