Décentralisation de l’éducation en Afrique francophone de l’Ouest : Réalités et défis au niveau local     

De Grauwe  Anton  Lugaz  Candy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(5-6):613-638

International Review of Education - THE DECENTRALISATION OF EDUCATION IN WESTERN FRANCOPHONE AFRICA: LOCAL-LEVEL REALITIES AND CHALLENGES – For some years now, the process of decentralisation...  相似文献   

Deductive reasoning,brain maturation,and science concept acquisition: Are they linked?     

Anton E. Lawson 《科学教学研究杂志》1993,30(9):1029-1051

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Transforming School Supervision into a Tool for Quality Improvement     

Anton De Grauwe 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,37(1):709-714

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Promoting Pre‐experimental Activities in High‐school Chemistry: Focusing on the role of students’ epistemic questions     

Heinz Neber  Michael Anton 《International Journal of Science Education》2013,35(13):1801-1821

In high‐school chemistry the pre‐experimental phase of inquiry cycles often remains neglected. According to a procedural model, which is described in the text, this phase begins with an observation that stimulates students’ prior factual knowledge, the formulation of a research question for further elaboration (epistemic questions), the anticipation of a hypothetical answer, and the planning of experimental steps for deciding on the hypothetical answer. These activities were explicitly prescribed in an experimental group of 28 10th‐graders. Raising the quality of students’ epistemic research questions by providing structured help was a special focus of the intervention. Hypothesised motivational and cognitive effects were measured and compared with a group of 25 students (control group) who engaged in non‐structured pre‐experimental activities. The intervention provided to the experimental group resulted in stronger preferences for a more open and non‐recipe type of experimentation, in more intense cognitive activities (thoughts), and, most importantly, in increased skills for formulating causal epistemic questions. Supporting such procedural skills in classrooms may contribute to transforming labwork into intentional activities and students into active learners by helping them focus on further elaborating their knowledge.  相似文献   

Philosophers Without Borders? Toward a Comparative Philosophy of Education     

Jeffrey Ayala Milligan  Enoch Stanfill  Anton Widyanto  Huajun Zhang 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):50-70

One important element of globalization is the dissemination of western educational ideals and organizational frameworks through educational development projects. While postcolonial theory has long offered a useful critique of this expansion, it is less clear about how educational development that eschews neo-imperialist tendencies might proceed. This problem poses a question that requires philosophical reflection. However, much of comparative and international development education ignores philosophical modes of inquiry. Moreover, as Libbrecht (2007) Libbrecht, Ulrich. 2007. Within the Four Seas: Introduction to Comparative Philosophy, Leuven, Belgium: Peeters.  [Google Scholar] argues, philosophy all too often sees itself as synonymous with the Euro-American intellectual tradition, thus ignoring indigenous educational thought that might more appropriately guide local educational development. Drawing on John Dewey's (1938) call for deeper and more inclusive plans of operations in response to social conflicts and Jurgen Habermas (2008) call for “reciprocal learning processes” and “cooperative acts of translation,” we will attempt to reach beyond our individual philosophical borders to explore the necessity and possibilities of comparative philosophy of education by sharing three examples of our current efforts to apply philosophical analysis to international educational development. These examples will articulate and embody the necessity and the challenges of applying philosophical analysis to educational development work.  相似文献   

NEVER AS GODS : LESSONS FROM A MILLENNIUM OF ICONS     

Anton C.. Vrame 《Religious education (Chicago, Ill.)》2013,108(1):108-123

Abstract The Orthodox Christian experience with sacred art-icons-serves as a guide to the present consideration of the potential and challenges of the icon and iconic in our visual age. This article considers contemporary understandings of the icon in light of a millennium of living with icons in the Orthodox tradition. Three basic questions are asked and discussed: 1) What does an icon depict? 2) How do icons form us? 3) What are the dangers of icons?  相似文献   

Recent advances in machine learning for signal analysis and processing     

Anton Kummert  Joerg Velten 《Journal of The Franklin Institute》2018,355(4):1513-1516

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Evaluation of PubMed filters used for evidence-based searching: validation using relative recall          下载免费PDF全文

Arjen Hoogendam  Pieter F. de Vries Robb  Anton F.H. Stalenhoef    A. John P.M. Overbeke 《Medical Library and Historical Journal》2009,97(3):186-193

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The effect of inspiratory muscle fatigue on acid-base status and performance during race-paced middle-distance swimming     

Mitch Lomax  Jernej Kapus  Samuel Webb  Anton Ušaj 《Journal of sports sciences》2019,37(13):1499-1505

The aim of this study was to investigate the effect of pre-induced inspiratory muscle fatigue (IMF) on race-paced swimming and acid-base status. Twenty-one collegiate swimmers performed two discontinuous 400-m race-paced swims on separate days, with (IMF trial) and without (control trial) pre-induced IMF. Swimming characteristics, inspiratory and expiratory mouth pressures, and blood parameters were recorded. IMF and expiratory muscle fatigue (P < 0.05) were evident after both trials and swimming time was slower (P < 0.05) from 150-m following IMF inducement. Pre-induced IMF increased pH before the swim (P < 0.01) and reduced bicarbonate (P < 0.05) and the pressure of carbon dioxide (PCO₂) (P < 0.05). pH (P < 0.05), bicarbonate (P < 0.01) and PCO₂ (P < 0.05) were lower during swimming in the IMF trial. Blood lactate was similar before both trials (P > 0.05) but was higher (P < 0.01) in the IMF trial after swimming. Pre-induced IMF induced respiratory alkalosis, reduced bicarbonate buffering capacity and slowed swimming speed. Pre-induced and propulsion-induced IMF reflected metabolic acidosis arising from dual role breathing and propulsion muscle fatigue.  相似文献   

Effect on development of proportional reasoning skill of physical experience and cognitive abilities associated with prefrontal lobe activity     

Yong‐Ju Kwon  Anton E. Lawson  Wan‐Ho Chung  Young‐Shin Kim 《科学教学研究杂志》2000,37(10):1171-1181

The present study tested the hypothesis that maturing prefrontal lobes play a role in the development of proportional reasoning skill because the prefrontal lobes are involved in the inhibition of task‐irrelevant information and the representation of task‐relevant information. The hypothesis that reasoning development is in part dependent upon physical experience was also tested. Students (all males) who failed to solve a diagnostic proportions task were administered several tests of prefrontal lobe functions. The students were then randomly assigned to manipulative or verbal tutoring groups. Both groups received a series of individual testing, tutoring and testing sessions on proportional reasoning. As predicted, performance on the prefrontal lobe tasks (measures of inhibiting ability, planning ability, dissembedding ability, and working memory capacity) significantly predicted performance on proportional reasoning tasks following tutoring. Students' computational skills were not a significant predictor. Also, the manipulative group's proportional reasoning performance was significantly higher than that of the verbal tutoring group. Therefore, the present results provide support for the hypothesis that maturing prefrontal lobes and physical experience play roles in the development of proportional reasoning skill. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1171–1182, 2000  相似文献