The Educational Community Running the School System: The Example of School Management Committees (COGES)     

Gbo Yao  René Goubo Aka 《Prospects》2006,36(2):185-204

  相似文献   

Experiments of two-level training in Hungarian higher education     

András Korcsog  András Rohonyi  Ferencz Béldi  Kálmán Gasztonyi  Tibor Meisel 《Higher Education》1977,6(1):1-43

An experiment designed to train engineering students to two levels of terminal achievement within single institutions is reported. The operative engineers (formerly high level technicians) qualify after three years whilst research and development engineers (fully qualified engineers) take five years. Organisational and curricular problems necessarily created by such integrated schemes are described and discussed. Social attitudes in society in general and in the student body in particular make the task of directing students towards the shorter form of training complex and difficult. From the experience gained so far it can confidently be asserted that the experiments in two-level training have been successful.Note by the Editor: This article is an abbreviated version prepared by the Editor of a 90-page UNESCO (copyright) report with the same title, Document ED. 75/WS/64, dated October 1975. We are grateful to the authors and to UNESCO for permission to print this summary of the report.  相似文献   

Learning contexts for young children in Chile: process quality assessment in preschool centres     

María Olivia Herrera  María Elena Mathiesen  José Manuel Merino  Isidora Recart 《International Journal of Early Years Education》2005,13(1):13-27

ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%).  相似文献   

Comparaisons de dessins d’objets en perspective cavalière avec un dessin modèle ou avec un objet reél     

René Baldy 《European Journal of Psychology of Education - EJPE》1989,4(3):419-428

This project tries to deal with all the difficulties adults of a low educational level are liable to cope with when they reed perspective drawings of an object, the real object being there or not. The subjects have to compare perspective drawings with a “model drawing” or a “model object”. The results show the difficulties of both exercices are related to people’s space conceptualisation: reading spatial depth relationships in drawings, coordination view-points, mental rotation. These observations gives us the possibility to give some didactic suggestions.  相似文献   

Referential perspective and instruction: A study on teacher-student interaction and text remembering     

Santamaría  Andrés  de la Mata  Manuel L. 《Instructional Science》2002,30(2):129-152

The aim of this paper is to study the role ofteacher-student interaction, in the acquisitionof text comprehension and memory skills from asocio-cultural approach. In our view, one ofthe most important areas of neglect in cognitive research in this field is the interactional nature of that development. We intend to establish the way in which teacher-student interaction and, specially, the use of some specific semiotic means mayfacilitate the acquisition and internalizationof general strategies for understanding andremembering expository texts. The role ofreferential perspective (Wertsch, 1989) in theinternalization of complex text study actionsis analysed.The task was to study three expository textsthat were similar in their structure. Thecontent of the texts was analysed in terms ofidea-units (Meyer, 1984). Each text was formedby idea-units from three different levels: mainideas, secondary ideas and details. A categorysystem for the analysis of study and recall ofthe text is developed. In the study phase theanalysis proceeded in two steps: study actionsand text ideas. In the recall phase, two types ofindexes (number of ideas and degree ofclustering) were considered. For the analysisof instructional actions, both the nature ofinstruction and referential perspective wasrecorded.  相似文献   

Does the Affiliation of Universities to External Organizations Foster Diversity in Private Higher Education? Chile in Comparative Perspective     

Andrés Bernasconi 《Higher Education》2006,52(2):303-342

The expansion of private sectors of higher education has usually been regarded as a factor of diversification in higher education systems. Some of this differentiation has been found to arise from the affiliation of private institutions with organizations outside the field of higher education. This article reports the results of a study of this form of interorganizational relationship in private universities in Chile. Cases include universities founded or sponsored by religious, business and military organizations. A typology of private universities is proposed, on the basis of the forms affiliation (or its absence), was observed to take in the cases examined. Weak and strong forms of affiliation are described, and affiliated universities are compared to “proprietary” universities, i.e., those owned by individuals who govern them from their positions in the board of directors, and “independent” universities, in which governance lies with internal – academic or administrative – constituents. Albeit derived from the case of Chile, the typology could be applied to the analysis of private higher education in other national systems. The second part of the article seeks to ascertain whether affiliation operates as a source of differentiation in Chilean private higher education. Results show that, compared to the other types of private universities, the affiliated ones possess distinctive mission statements and declarations of principles, consistent with the orientations of their sponsor institutions, they tend to be smaller, and to have more full-time and better qualified faculty. Some receive financial support from their sponsor organization or its members. Distinctiveness was not found in indicators of prestige and student selectivity, nor in tuition levels, program offerings, curriculum design, the weight of research and graduate programs in their functions, student socioeconomic profile, and faculty involvement in governance. This is not to say that there are no differences in these dimensions among private universities: much diversity exists, but most of it cuts across all categories of interest for our study. Overall, affiliation does not appear to be a strong factor behind the diversification that exists in the Chilean private university sector.  相似文献   

Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy          下载免费PDF全文

Bruno Guimarães  José Ribeiro  Bernardo Cruz  André Ferreira  Hélio Alves  Ricardo Cruz‐Correia  Maria Dulce Madeira  Maria Amélia Ferreira 《Anatomical sciences education》2018,11(2):124-136

The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists.  相似文献   

Cooperative learning: a methodological innovation in teacher training / El aprendizaje cooperativo: una innovación metodológica en la formación del profesorado     

Davinia Palomares-Montero  María-José Chisvert-Tarazona 《Cultura y Educación》2016,28(2):378-395

Cooperative learning is an important methodological strategy to develop students’ general competencies. In this paper, we show an educational innovation experience of cooperative learning developed as part of the ‘Educational contexts and processes’ subject of the Speciality in Technology and Industrial Processes of the Master’s Degree in Secondary Education Teaching at the University of Valencia, during the 2011–12 academic year. The innovation experience becomes ‘meta-experience’ since it allows students to reflect on their own knowledge in building the learning process. The overall objective of this experience is to develop attitudes and skills for cooperative learning in future secondary education teachers. To this end, we designed the activity ‘Short Film’ that employs cooperative learning as a methodological strategy to foster learning and media literacy. The experience gave students the opportunity to reflect, discuss and be involved in their learning process. Furthermore, the academic results were excellent and students valued the educational innovation in a positive way.  相似文献   

Book reviews     

José Luis Pinillos  Ana Teberosky  Volodar Viktorovich Krayevski 《Prospects》1985,15(1):127-139

  相似文献   

Can a culture of error be really developed in the classroom without teaching students to distinguish between errors and anomalies?     

José María Ariso 《Educational Philosophy and Theory》2019,51(10):1030-1041

It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein’s On Certainty to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students’ needs and development level in order to foster a culture of error that begins by distinguishing error from anomaly, which constitutes a practical as well as conceptual necessity particularly in Child and Primary Education, as it is just then when anomalies most frequently arise in the form of questions and answers.  相似文献