Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?     

Hubert O. Quist 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,29(3):411-431

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.  相似文献   

Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?     

Quist  Hubert O. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):411-431

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.  相似文献   

How do expert soccer players encode visual information to make decisions in simulated game situations?     

Poplu G  Ripoll H  Mavromatis S  Baratgin J 《Research quarterly for exercise and sport》2008,79(3):392-398

The aim of this study was to determine what visual information expert soccer players encode when they are asked to make a decision. We used a repetition-priming paradigm to test the hypothesis that experts encode a soccer pattern's structure independently of the players' physical characteristics (i.e., posture and morphology). The participants were given either realistic (digital photos) or abstract (three-dimensional schematic representations) soccer game patterns. The results showed that the experts benefited from priming effects regardless of how abstract the stimuli were. This suggests that an abstract representation of a realistic pattern (i.e., one that does not include visual information related to the players'physical characteristics) is sufficient to activate experts'specific knowledge during decision making. These results seem to show that expert soccer players encode and store abstract representations of visual patterns in memory.  相似文献   

Test Reliability When Error Scores Consist of Independent and Non-Independent Components     

Zimmerman Donald W.  Williams Richard H.  Hubert H. Rehm 《Journal of Experimental Education》2013,81(1):74-78

To assess the effects of logical support, the Smith, Meux, Coombs, and Nuthall (12) system for the analysis of teaching strategies was used to construct four passages for each of two topics, fluoridation and the use of pesticides. The four passages varied in degree and kind of support or justification for the negative value judgments used. The passages were administered to 303 eleventh grade students. The group which received the passages having the most support for the negative value judgments reacted negatively as much or more than the other three groups, while the group which received the passages having the least support reacted negatively as little or less than the other three groups. There was also a topic-by-passage interaction.  相似文献   

当高等教育遇到经济危机:对营利性高校的实证研究   总被引：2，自引：0，他引：2  

喻恺  胡伯特·埃特尔 《北京大学教育评论》2009,7(4):147-156

本文通过使用上市营利性高等教育公司的独特视角,以及时和准确的实证数据分析了本次经济危机对学生人数、财务和运营以及股票市场三个方面的影响。研究发现,本次经济危机对营利性高等教育公司的主要影响都是正面的。本文对造成这一结果的原因进行了分析,并指出这些发现在一定程度上说明了高等教育反经济周期的特性,此外,政府的教育和经济政策也起到了关键性的作用。  相似文献   

Cultural Issues in Secondary Education Development in West Africa: Away from colonial survivals,towards neocolonial influences?     

Hubert O. Quist 《比较教育学》2001,37(3):297-314

The urban areas of Ghana and Côte d'Ivoire (Ivory Coast) have become sites for cultural and educational convergence, as well as the reproduction of the élite as a class, far more than the rural areas. The urban secondary schools in cities such as Accra and Cape Coast in Ghana, and the lycées in Abidjan, Côte d'Ivoire, serve as sites for the realization of these goals. Here, the cultural pull and push factors arising from West Africa's 'triple cultural heritage' that is African, EuroChristian and Islamic have placed considerable strain and stress on secondary school students and secondary education as a whole. This situation has been further complicated in recent years by the interplay of cultural pull and push factors emanating from the West, especially Britain, France and the United States. This complicated postcolonial condition with its implications for nation-building and development in Ghana and Côte d'Ivoire constitutes the subject of analysis in this article. It is argued that the cultural pull and push factors and the forces of globalization emerging from the West tend to move secondary education and secondary school students in both countries towards neocolonial influences.  相似文献   

Physical modelling and scale effects of air-water flows on stepped spillways     

CHANSONHubert GONZALEZCarlosA. 《浙江大学学报(A卷英文版)》2005,6(3):243-250

INTRODUCTION The stepped channel design has been used fomore than 3500 years. Greek and Minoan engineerswere probably the first to design an overflow steppedweir and stepped storm waterways respectively(Chanson, 2001). Later, Roman, Moslem, Mughaand Spanish designers used a similar technique. Thesteps increase significantly the rate of energy dissipation taking place on the channel face, reducing thesize of the required downstream energy dissipationand the risks of scouring. Rec…  相似文献   

Stability of reflective–impulsive style in coincidence–anticipation motor tasks     

Jean Keller  Hubert Ripoll 《Learning and individual differences》2004,14(4):209-218

The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive, fast-accurate, and slow-inaccurate on intertask comparison. The components (errors and time) used to classify the children show stability for errors but not latencies on cognitive versus motor intertask comparison. The comparison between motor tasks shows the stability for latencies and accuracy, a nonlinear relationship between latency and accuracy for the ball-hitting but not the ball-catching task, and reflective boys to be the most efficient on the task requirement.These results lend support to the hypothesis that strategies are more a consequence of a “competence” than a “conceptual tempo” factor.  相似文献   

Der Einfluss von Bildungs- und Wirtschaftspolitik auf den Ertrag des Hochschulstudiums in 21 OECD-Ländern     

Dr. Hubert Strauß  Dr. Romina Boarini 《Zeitschrift für Erziehungswissenschaft》2008,11(2):183-213

Returns to Higher Education in 21 OECD Countries: The impact of economic and university policies. – We present new estimates of the private internal rate of return (IRR) to Higher Education (HE) in 21 OECD countries. In 2001 the IRR varied considerably across countries, ranging from 4 percent for women in Italy (5 percent for men in Spain) to 14 percent in Ireland. IRR are relatively homogeneous across gender. At 6¼ percent the IRR for Germany falls short of the OECD average (8½ percent). The largest contributor to benefits from HE is the educational wage premium; the largest contributor to costs is foregone income while studying. Cross-country differences in IRR are driven by differences in the wage premium (27 percent in Spain versus 91 percent in Hungary and the United States), in the duration of HE, the marginal tax rate, and direct costs of HE. We then simulate the effect of policy reforms on the IRR. An increase in tuition fees equivalent to 15 percent of average national income would reduce the IRR by 0.8 to 1.6 percentage points (Germany: 1.1 percent). Shortening the duration of studies by 10 percent and reducing the progressiveness of the income tax schedule would compensate for the fall in the IRR.  相似文献   

Using Robotics and Game Design to Enhance Children’s Self-Efficacy,STEM Attitudes,and Computational Thinking Skills     

Leonard  Jacqueline  Buss  Alan  Gamboa  Ruben  Mitchell  Monica  Fashola  Olatokunbo S.  Hubert  Tarcia  Almughyirah  Sultan 《Journal of Science Education and Technology》2016,25(6):860-876

Journal of Science Education and Technology - This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking...  相似文献