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Georges Haddad Jean-Pierre Aubin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(3):331-341
This article begins by looking at two reports, commissioned in the second half of the 20th century to investigate the impact of social change on education and to propose strategies for tackling new challenges arising from this. The first report, published in 1972, was the so-called Faure report (named after French lawyer and politician Edgar Faure), and the second one, published in 1996, was the so-called Delors report (named after French economist and politician Jacques Delors). Using these two reports as their starting point, the authors of this paper consider the effects of modern information technology on our cultural environment. Today we are experiencing an increasingly virtual world with very real effects. This paper argues that Edgar Faure already foresaw the emergence of a new cultural world in which virtuality would both add to and compete with reality. The authors stress that now, more than ever, access to lifelong education needs to be ensured for everyone, permanently enriched by research and innovation, addressing creativity and entrepreneurship, in addition to continuously evolving skills and competences. 相似文献
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Using data from the super-sample of the ‘PISA Suisse’ 2003 assessment, this article examines the relationship between the characteristics of education systems (made up of homogeneous or heterogeneous tracks) and their consequences in terms of effectiveness and equity. Our results indicate that it is not so much the official structure of tracks as the ways in which tracking is really organised – and, in particular, the degree of segregation that tracking methods involve – which make it possible to explain inequalities among students. They also show that some education systems are more inegalitarian than others and that the factors leading to inequalities can vary significantly from one Swiss canton to another. Finally, through multilevel analyses, we demonstrate that when the individual and aggregate characteristics of students are taken into account, the type of track a student attends is of only limited significance for explaining inequalities, which suggests that the effects of tracking are in fact linked to the nature of the population educated in the tracks. 相似文献
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The time-dependent nucleation phase is critical to amyloid fibrillation and related to many pathologies, in which the conversion from natively folded amyloidogenic proteins to oligomers via nucleation is often hypothesized as a possible underlying mechanism. In this work, non-uniform AC-electric fields across two asymmetric electrodes were explored to control and examine the aggregation of insulin, a model amyloid protein, in aqueous buffer solution at constant temperature (20 °C) by fluorescence correlation spectroscopy and fluorescence microscopy. Insulin was rapidly concentrated in a strong AC-field by imposed AC-electroosmosis flow over an optimal frequency range of 0.5–2 kHz. In the presence of an AC-field, direct fibrillation from insulin monomers without the formation of oligomer precursors was observed. Once the insulin concentration had nearly doubled its initial concentration, insulin aggregates were observed in solution. The measured lag time for the onset of insulin aggregation, determined from the abrupt reduction in insulin concentration in solution, was significantly shortened from months or years in the absence of AC-fields to 1 min–3 h under AC-fields. The ability of external fields to alter amyloid nucleation kinetics provides insights into the onset of amyloid fibrillation. 相似文献
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Georges Belbenott 《欧洲师范教育杂志》1978,1(3):127-150
As M. Belbenoit's contribution is much lengthier than the articles normally accepted for the ATEE‐journal, the Editorial Secretariat were at first inclined to try to condense it. We found, however, that condensation would not allow a fair representation of the author's views, so decided to publish it in two instalments, of which the first in this issue of the journal.
Puisque I'article de M. Belbenoit est plus long que les articles normalement acceptés par le ATEE Journal, le Bureau de la Rédaction avait pensé en premier lieu à condenser l'article. Cependant nous avons jugé que cette procédure né permettait pas une représentation juste des opinions de l'auteur. Nous avons alors décidée de le publier en deux parties dont voici la premiè're. 相似文献
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Ruben Georges Fukkink Noortje Trienekens Lisa J. C. Kramer 《Educational Psychology Review》2011,23(1):45-63
This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills
of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons
from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE = 0.07). The effects of training
were greater for programs working with a standard observation form of target skills that were central to the program. Results
were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome
measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored
using event sampling. Finally, recommendations are made for video feedback design and for future research. 相似文献
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Marie-Christine Opdenakker Jan Van Damme De Fraine De Fraine Georges Van Landeghem Patrick Onghena 《School Effectiveness & School Improvement》2013,24(4):399-427
In this article, the effects of secondary schools, teachers, and classes on mathematics achievement are explored. The results of multilevel analyses indicate important recruitment differences between schools and classes within schools. After controlling for this, the group composition at the class level remained very important for the explanation of differences in mathematics achievement. Also the learning climate in the class, which correlates positively with group composition, explained an additional part of the variance. The effect of other educational process variables disappeared when group composition variables were entered into the model. At the school level, the proportion of girls was positively related to mathematics achievements. Indications of differential effectiveness of classes and schools and of heteroscedasticity related to SES, average class SES, average class SES, sex, and learning climate were found. 相似文献
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Jan Van Damme Bieke De Fraine Georges Van Landeghem Marie-Christine Opdenakker Patrick Onghena 《School Effectiveness & School Improvement》2013,24(4):383-397
As an introduction to the articles of Opdenakker, Van Damme, De Fraine, Van Landeghem, and Onghena (2002) and Van Landeghem, Van Damme, Opdenakker, De Fraine, and Onghena (2002) in this issue, we give some background information on a new study on educational effectiveness in secondary schools, and on the variables measured in that study that are relevant to the 2 articles mentioned. We conclude with some information on the system of secondary education in Flanders. 相似文献
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Abstract The purpose of this article is to present, some results of recent research into the competence of teachers in the field of educational use of information and communication technology in France. 相似文献
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