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Bill G. Aldridge 《Journal of Science Education and Technology》1992,1(1):13-21
The Project on Scope, Sequence, and Coordination of Secondary School Science (SS&C) is a major national project designed to reform science education, K-12. Based on research on learning science, the project includes provision for hands-on experience, sequencing over time at successively higher levels of abstraction, and taking account of student preconceptions. Associated with SS&C is a performance-based student assessment project which incorporates compact-disc interactive (CD-I) technology. The SS&C project and its assessment component were initiated by the author and have become projects of the National Science Teachers Association (NSTA) funded by the National Science Foundation and the U.S. Department of Education. Projects are underway in California, North Carolina, Iowa, Puerto Rico, Texas, and Alaska. 相似文献
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Carolyn Okell Jones Bill Roberts M.Susan Hurley Geraldine Peacock 《Child abuse & neglect》1981,5(1):53-58
This course, first presented by the Open University in 1980, is designed for independent study by people who, in the course of their working lives, come into contact with families suffering serious internal conflicts which place any members—adult or child—in danger of physical or emotional abuse in their own home. The course has been developed at a level which should make it a serious contribution to in-service training for a wide variety of professionals and experienced voluntary workers. It is unique in that it not only examines constructive and destructive aspects of conflict but also integrates written material (16 units) with an audiovisual component (8 TV programmes and 7 cassette tapes) on prevention, diagnosis and intervention relating to the whole spectrum of family conflict and violence including child abuse, sexual abuse, adolescent abuse, spouse abuse, abuse of and by the elderly and abuse of parents by their children. This paper provides a brief outline of the course aims, objectives and content together with information on its usage in the UK and the availability of certain components for international usage. 相似文献
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The mathematics education community has shown considerable awareness of the international status of their discipline. While
internationalization of the discipline is not a new phenomenon, globalization is a relatively recent term in educational discourse.
This paper presents a theoretical model towards the study of globalization and internationalization in mathematics education
based on previous publication by the authors. Secondly, it identifies some key issues that have been discussed in the literature
and that may require further discussion and research in the field. In particular it discusses the issue of similarity of mathematics
education curricula around the world. The concept of a global curriculum is rejected in favor for more internationalized approach
to curriculum reform based on collaboration between mathematics educators. 相似文献
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