Educational Inequalities in the Czech Republic     

Jana Straková  Vladislav Tomášek  J. Douglas Willms 《Prospects》2006,36(4):517-527

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Children’s and Adolescents’ Specific Interest in Science and Technology,Participation in Out-of-School Activities and Inclination to Become Scientists     

Rochera  María José  Merino  Iris  Oller  Judith  Coll  César 《Journal of Science Education and Technology》2019,28(4):399-413

Journal of Science Education and Technology - Recently, the literature has repeatedly reported an interesting decrease in science and technology (S&T) among youngsters, and a drop of...  相似文献   

Bullying among pupils with and without special needs in Slovenian primary schools     

A. Kozmus  M. Pšunder 《Educational studies》2018,44(4):408-420

Bullying and violence pose widespread problems for contemporary society. In this paper, special attention is given to violence against pupils with SN. The empirical research analyses perceptions of peer violence according to differing roles in relation to violent acts (observer, victim and perpetrator) among pupils with and without SN, regarding gender and age. We used the School Bullying Scales measuring instrument, translated and adapted for Slovenia. The main findings of the research are as follows: there is no statistically significant difference between pupils with and without SN in terms of the different roles of peer violence in regular Slovenian primary schools. Among specific subgroups of children with SN, pupils with long-term illnesses (including pupils with activity deficit and/or hyperactivity disorder) were statistically significantly less often observers of violent acts compared to other groups of pupils with SN.  相似文献   

Allowing course compensation in higher education: a latent class regression analysis to evaluate performance on a follow-up course     

Iris E. Yocarini  Samantha Bouwmeester  Guus Smeets  Lidia R. Arends 《Assessment & Evaluation in Higher Education》2020,45(5):728-740

Abstract

In this study, the consequences of allowing course compensation in a higher education academic dismissal policy are evaluated by examining performance on a second-year follow-up (i.e. sequel) course that builds on material from a first-year precursor course. Up to now, differences in the consequences of compensation on student performance across groups of students who portray different unobserved study processes were not considered. In this study we used a latent class regression model to distinguish latent groups of students. Data from two undergraduate curricula were used and latent classes were formed based on similar patterns in averages, variability in grades, the number of compensated courses, and the number of retakes in the first year. Results show that students can be distinguished by three latent classes. Although the first-year precursor course is compensated in each of these latent classes, low performance on the precursor course results in low performance on the second-year sequel course for psychology students who belong to a class in which the average across first-year courses is low and the average number of compensated courses and retakes are high. For these students, compensation on a precursor course seems more likely to relate to insufficient performance on a sequel course.  相似文献   

Technology enhanced learning in programming courses – international perspective     

Mirjana Ivanović  Stelios Xinogalos  Tomáš Pitner  Miloš Savić 《Education and Information Technologies》2017,22(6):2981-3003

Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity, problem solving and critical thinking in student-centered, interactive learning environments. In this paper, experiences from object-oriented programming (OOP) courses that are taught in three institutions from three different European countries are presented and compared. The courses are based on Java and are delivered in the second year of studies, after students have attended an introductory programming course. The emphasis is given on TEL approaches and accompanying tools and services, focusing mainly on Learning Management Systems (LMS). Our students completed an appropriate questionnaire to evaluate the importance and utilization of TEL services that are used or planned to be used at the programming courses. The results of statistical analysis of collected data show that students from all three institutional groups consider organizational services provided by TEL tools as much or very much important in their education, while communicational services are rarely used. Using non-parametric statistical tests we studied the similarities and differences in perceived importance of TEL services among students from different institutional groups.  相似文献   

The internationalisation of American higher education: a positional competition perspective     

Jennifer L. Matić 《Globalisation, Societies & Education》2019,17(3):274-284

This paper examines the potential negative consequences of the internationalisation of American higher education from the perspective of positional competition theory. This analysis suggests that internationalisation efforts undertaken by colleges and universities contribute to positional competition between students vying for admission, between graduates competing for prestigious, well-paying jobs, and between higher education institutions themselves, who compete for prestige. As positional competition necessarily involves displacing other in obtaining advantage for one’s self, the paper further describes how the positional competition engendered in part by the internationalisation of higher education contributes to the replication of social patterns of inequality.  相似文献   

Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative   总被引：2，自引：0，他引：2  

Eric R. Banilower  Daniel J. Heck  Iris R. Weiss 《科学教学研究杂志》2007,44(3):375-395

Professional development is seen as one of the major levers for aligning science instruction in the USA with the vision put forth by national standards documents. Although there is a growing consensus regarding what constitutes effective professional development, there is little empirical evidence to support this consensus. This study examines the impact of professional development that is content‐based, situated in classroom practice, and sustained over time on teacher attitudes, perceptions of preparedness, and classroom practices. It utilizes longitudinal data from the National Science Foundation's Local Systemic Change through Teacher Enhancement Initiative (LSC), collected from 42 projects over a span of 7 years. The professional development model used in the LSCs differed from previous initiatives in that it targeted all teachers in a jurisdiction and emphasized preparing teachers to implement project‐designated instructional materials. Analyses of the data provide evidence that this model for professional development has an impact on teachers and their classroom practices. In addition, the analyses found that teachers' perception of principal support for Standards‐based science instruction is an important predictor of these outcomes. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 375–395, 2007  相似文献   

试论辞格的施事功能     

刘远志  马翔宇 《阿坝师范高等专科学校学报》2002,(2):37-41

辞格是修辞学重要的构成要素,对辞格的研究一直是修辞学的核心任务。然而,在今天各种学术运动不断涌现的背景下,辞格研究发生了很大的变化。研究突破了过去修辞学的传统,将辞格与其他现代的学科领域及研究内容结合起来,从而进行跨学科的研究。从语用学言语行为理论的角度看,辞格在语言交际中具有交际功能,即交际中的辞格话语是种种言语行为的实施,这种行为的实施是通过态度的表达来完成的。辞格的这一施事功能事实有力地证明了言语行为理论对于分析辞格的可行性。  相似文献   

Parents' Attitudes about the Tasks of Preschool Teachers in the Preparation of Children for the Teaching of Initial Writing     

Emina Kopas-Vukašinović  Jelena Stevanović  Vladimir Stanojević 《Africa Education Review》2017,14(2):52-67

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The school as a social institution     

Dragutin P. Franković 《Prospects》1970,1(2):7-11

Rarely has a demand regarding school been so persistently repeated through history as the demand that school be related to life. From Seneca to our day this demand has been stressed with variations, never with complete success. Evan our era, characterized by rapid and profound changes in the whole of social life, has not been spared the renewed postulation of this task: school is not only expected to establish a balance between itself and life, it is also expected to hasten social changes. Teachers, politicians and futurologists of all kinds compete in attempting to envisage a type of school which would satisfy this centuries-old aspiration. The essence of the question lies in the fact that school is an institution which originated at the time of the invention of written characters, extracting a certain strata of people who could engage in science and the arts beyond the sphere of productive labour. To this day, school has retained some basic characteristics of this origin. Many of our contemporaries would be surprised if we told them that there was a time when schools did not exist and that perhaps in the far-off future they will cease to exist. Marshall McLuhan has already announced the end of the era of written letters and books, and consequently the disappearance of school in the traditional form to which we are accustomed. Dr. Franković is a former director of the Yugoslav Institute for Educational Research and has served as president of the Yugoslav Union of Pedagogic Societies.  相似文献