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31.
This article presents the results of a single case study from a cooperation school in the Netherlands. A cooperation school is the result of a merger between a public and a denominational school. Pupils from secular and religious backgrounds meet in the classroom. This religious diversity in this school is explored by an empirical research study. The research question was how key values of the school and of its teachers are exerted in religious education. Content analysis of interviews and videos of the ‘moment of contemplation’ show that there is a discrepancy between the school values and the practice of this moment. Conclusions concerning a social and a substantive perspective are drawn in the light of theoretical insight concerning diversity in religious education. 相似文献
32.
Brian Byrne William L. Coventry Richard K. Olson Jacqueline Hulslander Sally Wadsworth John C. DeFries Robin Corley Erik G. Willcutt Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21
As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification. 相似文献
33.
学龄前双语聋童课堂教学评析 总被引:1,自引:1,他引:0
近年来,欧美一些国家积极倡导聋童双语教育,我国也于十年前开始聋童双语教育实验.最近由中国和挪威研究人员组成研究小组,对某省5所聋校进行了学龄前双语班课堂教学评估,重在分析课堂中教师与儿童的互动水平.研究将课堂教学行为分为不同类型,进行定时观察记录,并结合访谈和现场观察等方法共同分析.研究认为,教师在课堂中具有高控制性,儿童与教师、儿童与儿童之问语言交流空间少,聋人教师未能充分发挥作用,不同学校之间存在明显差异. 相似文献
34.
This study examined indirect associations of MyTeachingPartner coaching with pre-K students’ (N = 1,570; 73% low income) school readiness, via improvements of teachers’ (N = 393; 47% Black; 41% Head Start) classroom interactions. Data were collected across 2008–2009 and 2009–2010 in 10 urban sites across the eastern United States. The number of completed coaching cycles was examined as a predictor of teacher–student interactions, as were direct or indirect associations with students’ literacy, receptive language, and working memory skills. Significant findings indicated that teachers engaged in more feedback cycles showed greater improvements in instructional interactions, in turn predicting greater increases in students’ early literacy and working memory. Results confirm the theory of change for coaching and an ecological-developmental conceptualization of school readiness. 相似文献
35.
Research in Science Education - The meaning-making practices of science are multimodal and include representational forms such as spoken and written language, diagrams, graphs, equations, and... 相似文献
36.
The purpose of this paper is to examine whether the technical universities have been more successful in facilitating the spillover and commercialization of knowledge. We compare the impact of technical and general universities on the performance of knowledge-based firms. Based on a unique data set consisting of publicly held high technology firms, the empirical evidence suggests that, in fact, firm performance is not influenced by the type of university. Technical universities do not have a differential impact on firm performance from more general universities. 相似文献
37.
38.
Marianne Achiam Leonora Simony Bent Erik Kramer Lindow 《International Journal of Science Education》2016,38(6):1012-1035
Although the scientific disciplines conduct practical work in different ways, all consider practical work as the essential way of connecting objects and phenomena with ideas and the abstract. Accordingly, practical work is regarded as central to science education as well. We investigate a practical, object-based palaeontology programme at a natural history museum to identify how palaeontological objects prompt scientific activity among upper secondary school students. We first construct a theoretical framework based on an analysis of the programme’s palaeontological content. From this, we build our reference model, which considers the specimens used in the programme, possible palaeontological interpretations of these specimens, and the conditions inherent in the programme. We use the reference model to analyse the activities of programme participants, and illustrate how these activities are palaeontologically authentic. Finally, we discuss our findings, examining the mechanism by which the specimens prompt scientific activities. We also discuss our discipline-based approach, and how it allows us to positively identify participants’ activities as authentic. We conclude by discussing the implications of our findings. 相似文献
39.
Erik Pedersen 《海外英语》2003,(7):13
“Writers.directors,actors-if we’re stuck here tonightand we run out of food,that’s the order of whom we eat.-Steve Martin,cracking a joke so funny even Harrison FordsmiledBiggest Rationalization(合理化):The producers ofche OscarS decided that the telecast should still go on despite thewar in Iraq.Okay,but we’re warning you:If the producers ofAccording to Jim try to use that excuse,we’re not buying It.Least True Rumor:That Miramax dropped fliers overBeverly Hills urging Academy members to surrender and voteMartin Scorsese for Best Director.Even Less True:Although Saddam Hussein remainsunaccounted for,there is absolutely no truth to the rumor thathis moustache was last seen trying to escape by passing itselt offas Salma Hayek’s Frida-brow. 相似文献
40.
Erik Ohna S 《Journal of deaf studies and deaf education》2003,8(1):5-10
The ideological basis for education of deaf children has changed during the last few decades. In Norway, the new curriculum is emphasizing bilingual and bicultural ideas. In many ways, this can be regarded as an example of what Charles Taylor calls the "politics of recognition." Taking an excerpt of an interview with a deaf student as a point of departure, this article discusses problems when heavily emphasizing a cultural approach. 相似文献