Western and Chinese development discourses: Education,growth and sustainability   总被引：1，自引：0，他引：1  

Bjorn Harald Nordtveit 《International Journal of Educational Development》2009

This article examines Western and Chinese discourses of education, sustainable growth and development. Education is increasingly considered as a means to fuel economic growth, especially since the 1980s, when conservative economic values became predominant in Western development thought. Despite a discourse on sustainability favouring ecologically sound and equitable growth, education is increasingly economy-centred. Through analysis of China’s market-based socialism, its development path, and the expansion of its Africa cooperation, this article seeks to demonstrate that the China-proposed development and education models are very similar to the Western growth-based development paradigm, although the discourse is different.  相似文献   

Ethikkommissionen �C Stand und Perspektiven     

Harald Eberhard 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(5):147-155

Ethikkommissionen sind ein verwaltungsrechtliches Ph?nomen vor allem in den Bereichen des Krankenanstalten-, Universit?ts-, Arzneimittel- und Medizinprodukterechts. Als ein Instrument der Forschungskontrolle werfen sie aus verfassungsrechtlicher und verwaltungsrechtlicher Sicht Fragestellungen auf, so etwa jene nach ihrem organisationsrechtlichen Status, der Einordnung ihrer Akte in das Rechtsschutzsystem und die gesetzliche Determinierung ihres Handelns. Der vorliegende Beitrag unternimmt es, auf diese strittigen Fragen m?gliche Antworten zu geben.  相似文献   

Modulation of attention in discrimination learning: The roles of stimulus relevance and stimulus–outcome correlation     

Uengoer M  Lachnit H 《Learning & behavior》2012,40(2):117-127

The advantage in learning after an intradimensional shift rather than an extradimensional shift has been widely used as a behavioural marker of attentional changes during discrimination learning in different fields of neuroscientific study. However, some of the factors assumed to guide these attentional changes have not been completely disentangled by previous research. In two predictive-learning experiments, we investigated the importance of stimulus relevance and of stimulus-outcome correlation for the modulation of attention. In each experiment, participants were trained on two discrimination problems given in successive order. Each problem required participants to differentiate stimuli varying on two dimensions. We found that acquisition of the second discrimination was influenced by whether its relevant dimension (Exp. 1) or its irrelevant dimension (Exp. 2) had previously been trained as relevant and uncorrelated or as irrelevant and uncorrelated. We also observed that acquisition of the second discrimination was independent of whether its relevant dimension (Exp. 1) or its irrelevant dimension (Exp. 2) had previously been trained as relevant and uncorrelated or as relevant and correlated. Our results indicated that the modulation of attention is guided by stimulus relevance and not by stimulus-outcome correlation.  相似文献   

On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments     

Tanja Riemeier  Harald Gropengießer 《International Journal of Science Education》2013,35(7):923-939

Empirical investigations on students’ conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students’ difficulties in learning this topic and to study the impact of learning activities on students’ conceptions. Using the Model of Educational Reconstruction, a four‐phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students’ conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9^th grade students (15–16 years, Grammar school). Interpretation of students’ “pathways of thinking” and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students’ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities.  相似文献   

Learned Helplessness and Psychological Adjustment: Effects of age,gender and academic achievement     

Harald Valås 《Scandinavian Journal of Educational Research》2013,57(1):71-90

The present study deals with relations between academic achievement, learned helplessness and psychological adjustment (self-esteem and depression), controlled for gender and age. A preliminary study was conducted to test the direction of the relationship between learned helplessness, assessed by the teacher, and own expectation about academic achievement. The sample consisted of 1580 students with data collected in grades 3 and 4, 6 and 7 and 8 and 9. The relation between these two variables was reciprocal, with the strongest effect between helplessness and expectations. Hypotheses concerning the relations between achievement, helplessness and psychological adjustment were tested by means of a cross-sectional sample consisting of 1575 students in grades 4, 7 and 9. The analyses of structural equation models showed that academic achievement was directly and indirectly related to the pattern of attributions, expectations, helplessness and psychological adjustment. Moreover, helplessness and academic expectations were significantly related to psychological adjustment. The results also clearly found that boys showed more helpless behaviour, as assessed by the teacher, than did girls, while, on the other hand, girls reported more psychological maladjustment. Some practical implications of the findings are reported at the end of the paper.  相似文献   

Task Involvement and Ego Involvement: relations with academic achievement,academic self‐concept and self‐esteem     

Einar M. Skaalvik  Harald Valåns  Olav Sletta 《Scandinavian Journal of Educational Research》2013,57(3-4):231-243

Relations between academic achievement, self‐perceptions, task involvement and defensive ego involvement (self‐presentation concerns) were explored among 349 sixth grade and 350 ninth grade Norwegian students. Task involvement was defined as general interest in working with school subjects, whereas defensive ego involvement was defined as students’ preoccupation with the impression they make on their classmates emphasizing the concern of not looking stupid. The results showed that task involvement and defensive ego involvement are independent but correlated motivational states. The concepts are negatively, but weakly correlated and are affected by different processes. Task involvement was affected directly by academic self‐concept, whereas defensive ego involvement was strongly associated with self‐esteem and was affected indirectly by academic self‐concept through self‐esteem.  相似文献   

Predicting early center care utilization in a context of universal access     

Henrik Daae Zachrisson  Harald Janson  Ane Nærde 《Early childhood research quarterly》2013

This paper reports predictors for center care utilization prior to 18 months of age in Norway, a country with a welfare system providing up to one-year paid parental leave and universal access to subsidized and publicly regulated center care. A community sample of 1103 families was interviewed about demographics, family, and child characteristics when their child was 6 months old, and the child's entry into center care prior to 18 months of age was recorded. Utilization rate was 72.2%. Parents’ preference that their child entered center care prior to 18 months of age was the strongest predictor of utilization. Nonwestern immigrant status and lower socio-economic status predicted lower utilization. Age of entry was higher for children in two-parent families. Mother's severe health problems, parents’ preferences for entry prior to 18 months, and high child activity levels predicted earlier entry. Our findings suggest that in a context of universally accessible subsidized center care, family and child factors beyond preferences for center care predicted utilization only to a very limited extent.  相似文献   

Development and Validation of a Test Instrument for the Assessment of Basic Motor Competencies in Primary School     

Christian Herrmann  Erin Gerlach  Harald Seelig 《Measurement in physical education and exercise science》2013,17(2):80-90

A central aim of Physical Education (PE) is the promotion of basic motor competencies (“Motorische Basiskompetenzen” [MOBAK]). These are the necessary prerequisites for developing a physically active lifestyle. Valid test instruments are needed for the evaluation of the effect of PE. For this purpose, we developed a test instrument for the assessment of basic motor competencies in first graders. We empirically investigated the construct validity of this MOBAK test instrument in a study (N = 317, M = 7.0 years, girls: n = 173, boys: n = 144). The exploratory factor analysis shows a two factorial structure (locomotion, object control), which is confirmed in a confirmatory factor analysis (CFI = .96, RMSEA = .036, WRMR = .65). In subsequent analyses, we were able to demonstrate that the calculation of a factor sum value for each factor is statistically valid, the factorial structure is the same for boys and girls (χ² [6] = 6.95, p = .33), and no differential item functioning exists. The MOBAK test instrument is sufficient for the test-theoretical requirements and is thus suitable for the evaluation of the effect of PE.  相似文献   

Book reviews     

T. Neville Postlethwaite  A. J. Cropley  George Vaideanu  Karl Brose  Graham J. Shute  Harald Wagner  D. Laverne Buckley  Kenneth Robinson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(3):365-380

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Variables affecting students' intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan's theory on motivation     

Harald Vals  Nils Svik 《Learning and Instruction》1994,3(4)

The self-determination theory of Deci and Ryan, developed in order to explain the intrinsic motivation of human behavior, was tested empirically by a cross-sectional and longitudinal study related to a school subject (mathematics). The studies were conducted to examine the effects of the mathematics teacher's controlling strategies (as perceived by the students) on students' intrinsic interests for mathematics, their achievements, and their self-concept in mathematics. The samples in Study 1 (the cross-sectional study) consisted of 171 seventh-graders and 164 eighth-graders. Based on previous research, Model 1 was developed and tested by means of LISREL (path-analysis of cross-sectional data). Model 2 was constructed and tested in Study 2, i.e., data from the two samples were collected one year later and used (longitudinal path-analysis of panel-data). The findings of the two studies indicate that students' intrinsic interest for mathematics, their performance in mathematics, and their mathematical self-concept vary as a function of the mathematics teacher's controlling strategies.  相似文献