Introduction     

Philip G. Altbach  Dr. Suma Chitnis 《Higher Education》1993,26(1):1-8

The expansion of higher education in Latin America before 1980 resulted from the growing demand of the urban middle classes. The state responded with a benevolent attitude, except when political circumstances led to police repression. The deep crisis and the emergence of new economic policies in the 1980s drastically changed this picture. Funds for further growth are not available and there is no longer a favorable political climate for the universities. The new ideological and political scene favors policies aimed at abandoning incremental formulae for state funding, increasing private funding, rationalizing spending, promoting institutional and program differentiation, introducing evaluation as a major policy instrument and checking enrolment growth. Negotiation over these issues in democratic regimes has become cumbersome and difficult. A set of policies for the private sector is also emerging though these are ineffectual if state funding is not forthcoming. Though flexibility over accreditation became common in the 1970s and 1980s there is now closer scrutiny of such matters. Legal frameworks have favored differentiation in the private sector also, including recognizing profit-oriented institutions which are capable of absorbing excess demand but which are less closely regulated than the older and more prestigious institutions.  相似文献   

Attitudes of Parents of Preschool Children toward Integration     

Karen E. Diamond  William G. LeFurgy 《Early education and development》1994,5(1):69-77

One hundred forty-one parents of preschool children with and without disabilities, enrolled in integrated or self-contained classrooms, participated in this study. Parents responses on the Parent Perspectives on Integration Questionnaire, administered at the beginning of the school year, were factor analyzed. The revised instrument was then used to assess parents' attitudes at the end of the school year. Results suggested that all parents held generally positive attitudes toward integration. By the end of the school year, parents whose children had participated in an integrated program held more positive attitudes toward integration than did parents whose children had not participated in this type of class. Implications of these results for the development of integrated early childhood programs are discussed.  相似文献   

The Bookmark Standard-Setting Method: A Literature Review   总被引：1，自引：0，他引：1  

Ana Karantonis  Stephen G. Sireci 《Educational Measurement》2006,25(1):4-12

The Bookmark method for setting standards on educational tests is currently one of the most popular standard-setting methods. However, research to support the method is scarce. In this report, we review the published and unpublished literature on this method as well as some seminal work in the area of evaluating standard-setting studies. Our review highlights both strengths and limitations of the method. Strengths include its wide acceptance and panelist confidence in the method. Limitations include a potential bias to produce lower-than-intended standards and problems in selecting the most appropriate response probability value for ordering the items presented to panelists. It is clear that more research on this method is needed to support its wide use. Several areas for future research to better understand the validity of the Bookmark method for setting standards on educational tests are presented.  相似文献   

Improving the Measurement of Cognitive Skills Through Automated Conversations     

G. Tanner Jackson  Katherine E. Castellano  Debra Brockway  Blair Lehman 《Journal of Research on Technology in Education》2018,50(3):226-240

Open-ended, short-answer questions, referred to as constructed responses (CR), allow students to express knowledge and skills through their own words. While CRs can reduce the likelihood of guessing correct answers, they also enable students to provide errant responses due to a lack of knowledge or a misunderstanding of the question. Conversation-based assessments (CBAs) require constructing responses to open-ended prompts (similar to CRs), but also leverage natural-language processing to provide adaptive follow-up prompts that target particular information. This work describes an investigation into potential benefits of CBAs as they are compared to a CR approach. Results from 632 middle schoolers indicate that, when compared to CRs, the CBA items allowed 41% of students to provide a more complete response and improve their score.  相似文献   

The Innovative Educational Thought of Jane Roland Martin: A Review Essay          下载免费PDF全文

D. G. Mulcahy 《Educational theory》2018,68(1):85-96

D. G. Mulcahy highlights some of Jane Roland Martin's major contributions to the field of philosophy of education in this review essay. He focuses on several of Martin's better‐known works — including Reclaiming a Conversation, The Schoolhome, Changing the Educational Landscape, Coming of Age in Academe, Educational Metamorphoses, and School Was Our Life — tracing through them the development of her reconceptualization of the idea of a liberal education from the early1980s to the present day. Viewing Martin's contribution from the perspective of liberal education, he contends, underscores the optimistic spirit of her work as well as its originality and significance for the theory of education as a whole. Mulcahy gives particular attention to these elements of Martin's thought: the importance she attributes to educating the young for active participation in the world and not mere observation of it; her analysis of the range and complexity of our cultural wealth; her concept of a gender‐sensitive education; and her emphasis on the unique contribution of the experience of women to education. Martin's substantial body of work, Mulcahy concludes, stands as a compelling alternative to mainstream educational theorizing, one that offers hope for the potential of educational renewal.  相似文献   

Using Internet delivered video cases,to support pre-service teachers' understanding of effective early literacy instruction: An exploratory study     

Schrader  P.G.  Leu  Donald J.  Kinzer  Charles K.  Ataya  Rosemarie  Teale  William H.  Labbo  Linda D.  Cammack  Dana 《Instructional Science》2003,31(4-5):317-340

This preliminary study explores the effects ofusing CTELL (Case Technologies EnhancingLiteracy Learning) cases on preserviceteachers' learning. Students participated inone of three instructional treatments:traditional, traditional plus video, andtraditional plus CTELL cases. A pre-postconcept web, describing students' understandingof effective reading instruction, served as themajor outcome measure. This was supplementedwith a unidimensional confidence measure,journal entries, and student interviews. Nosignificant differences were found for any ofthe three treatment conditions on the conceptmapping task or the confidence measure.However, the journal entries and interview datahighlight important issues, challenges andbenefits, with respect to the use of multimediacases. Implications for teacher education areexplored.  相似文献   

Implementation of Large-Scale Science Curricula: A Study in Seven European Countries     

G.?M.?Pilling  D.?J.?WaddingtonEmail author 《Journal of Science Education and Technology》2005,14(4):393-407

The Salters Chemistry courses, context-led curricula for 13–16 and 17–18 year old students, first developed by the Science Education Group at the University of York in the UK, have now been translated and/or adapted in seven other European countries. This paper describes and discusses the different reasons for taking up the courses, the ways in which the courses were adapted, the difficulties faced and how the difficulties were usually overcome. The adaptors also suggest ways in which this work will develop in their countries.  相似文献   

The intra-active production of normativity and difference     

Elisabeth De Schauwer  Inge Van de Putte  Inge G.E. Blockmans  Bronwyn Davies 《Gender and education》2018,30(5):607-622

Drawing on memory stories told in a collective biography workshop about children’s encounters with schooling, this paper experiments with re-imagining the child-student-subject as an ‘emergent intracorporeal multiplicity’ [Fritsch, K. 2015. “Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations.” Foucault Studies 19: 43–66, 51]. From the feminist new materialist perspective that the authors work with, the child is configured not as an entity prior to, or separate from, encounters with education systems, but emergent with-in them. This paper focuses on difference in human relations, and in particular on the intersections of disability and gender. It does so not in terms of essential characteristics of individuals, but as emergent, in-the-moment, with others. In focussing on the detail of lives-in-their-making, the authors ask, with Barad [2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press], if we are interested in justice, how we are to ‘understand our role in helping constitute who and what come to matter?’  相似文献   

Meaningful assessment activities     

Jeffrey I. Gelfer  Peggy G. Perkins 《Early Childhood Education Journal》1988,16(1):6-9

Planning and organizing the young child's curriculum and classroom environment is an essential component in the early childhood education program. Every fall in the USA millions of children begin and continue to participate in formal school settings. These children are all unique and differ in cognitive and social maturity.Jeffrey I. Gelfer is Program Manager of children's services of Easter Seal Society in Sarasota, Florida. Peggy G. Perkins is an Educational Consultant in Sarasota, Florida.  相似文献   

Acknowledgements     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):109-109

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