The Irish Christian Brothers and the National Board of Education: Challenging the Myths     

Denis McLaughlin 《History of education》2013,42(1):43-70

For close to 170 years the general consensus from historians has been that Edmund Rice, who founded the Irish Christian Brothers in 1802, was an unenthusiastic applicant to the National Board of Education in Ireland in 1832 and later withdrew his schools because he believed his education was incompatible with the philosophy underpinning the conduct of Board schools. Three myths were created and have circulated over many years to uphold and sustain a pretence that this was the situation which prevailed. These myths are that the Christian Brothers were reluctant participants with the Board; that the Board’s system of education was inimical to the Brothers; and that the Christian Brothers left the Board as a matter of principle. This paper contests these myths and argues that they made virtue of an internal rift that dramatically divided the Christian Brothers politically for over a century. This was a rift that sidelined Edmund Rice and those who supported him.  相似文献   

Adaptation of the Students' Motivation Towards Science Learning (SMTSL) questionnaire in the Greek language     

Irini Dermitzaki  Panayiota Stavroussi  Denis Vavougios  Konstantinos T. Kotsis 《European Journal of Psychology of Education - EJPE》2013,28(3):747-766

The present study aimed at adapting in the Greek language the Students' Motivation Towards Science Learning (SMTSL) questionnaire developed by Tuan, Chin, and Shieh (INT J SCI EDUC 27(6): 639-654, 2005a) into a different cultural context, a different age group, that is, in university students and with a focus on physics learning. Three hundred and fifty Greek student teachers participated in the study. The original instrument consisted of 35 items allocated in six scales: self-efficacy, use of active learning strategies, science learning value, performance goals, achievement goals, and learning environment stimulation. The instrument's internal consistency was acceptable and comparable to previous studies' reports. Confirmatory factor analysis (CFA) was applied on the data in order to test an a priori hypothesis regarding the SMTSL's factorial structure based on previous studies' findings. The results of the study showed that the six-factor conceptual model of students' motivation proposed by the SMTSL applies in this different cultural setting and in this group of university students with reference to physics learning. Along with the six distinct motivational constructs confirmed, students' motivational beliefs were also explained by a general motivational construct assumed to be at their basis. Suggestions for further improvement of the Greek version of the SMTSL are also discussed.  相似文献   

Evolutionary Essentialism     

Walsh  Denis 《The British journal for the philosophy of science》2006,57(2):425-448

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Context,Content and Social Responsibility in Professional Education     

Denis Kenny 《高等教育研究与发展》1985,4(1):29-40

The paper describes a curriculum experiment designed to provide a “liberal” complement to the vocational core of an undergraduate programme. After tracing the genesis of the new “context” curriculum its rationale is set out in terms of three key educational assumptions. From these flow implications for both the content of what is to be taught and the ways in which teaching and learning should be conducted.  相似文献   

Editorial     

Graeme Osborne  Denis Cryle 《Media History》2013,19(1):5-6

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Basic science: Learning to think in terms of probability     

Denis G. Osborne 《Prospects》1980,10(4):415-424

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The Structure of Phonological Processing and Its Relationship to Basic Reading     

Jason M. Nelson  Jennifer H. Lindstrom  Will Lindstrom  Daniel Denis 《Exceptionality》2013,21(3):179-196

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed.  相似文献   

University physics in Africa     

Denis G. Osborne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):274-283

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Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task     

Maria Vender  Federica Mantione  Silvia Savazzi  Denis Delfitto  Chiara Melloni 《Annals of dyslexia》2017,67(3):401-426

In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko’s Wug Test, had the aim of testing the subjects’ ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task. Furthermore, the dissimilar performances reported by the subjects in the different conditions indicate that the ability to inflect nonwords depends on factors such as the rule’s productivity, frequency, and opacity with respect to gender. Finally, the children’s performance in this task was significantly related to their reading proficiency, and it could predict accuracy in word reading independently of phonological awareness and working memory.  相似文献   

Open the ‘black box’ creativity and innovation: a study of activities in R&D departments. Some prospects for engineering education     

Charlyne Millet  David Oget  Denis Cavallucci 《European Journal of Engineering Education》2017,42(6):1000-1024

Innovation is a key component to the success and longevity of companies. Our research opens the ‘black box’ of creativity and innovation in R&D teams. We argue that understanding the nature of R&D projects in terms of creativity/innovation, efficiency/inefficiency, is important for designing education policies and improving engineering curriculum. Our research addresses the inventive design process, a lesser known aspect of the innovation process, in 197 R&D departments of industrial sector companies in France. One fundamental issue facing companies is to evaluate processes and results of innovation. Results show that the evaluation of innovation is confined by a lack of methodology of inventive projects. We will be establishing the foundations of a formal ontology for inventive design projects and finally some recommendations for engineering education.  相似文献