Implicit knowledge of general upper secondary school in a bridge-building project     

Annette Rasmussen  Karen Andreasen 《Ethnography and Education》2016,11(3):316-330

Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school, bridge-building activities are meant to facilitate their decision-making on educational paths, but also to attract more and new groups of pupils. However, the premises of the inherent differences of educational contexts and of pupils’ lacking knowledge of upper secondary education can be questioned. In this ethnographic case study of a bridge-building project in a rural area in Denmark, we analyse the implicit knowledge of the general upper secondary school, as it is practiced in a bridge-building project, and how it is experienced by the pupils on the background of their prior knowledge. The analysis is theoretically informed by especially the code concepts of Basil Bernstein.  相似文献   

Academic Follow-Up Data on Two Cohorts of High-Risk Transfer Children     

Leonard A. Jason  Karen E. Danner  Andrew M. Weine  Karen S. Kurasaki  Jay H. Johnson  Luann Warren-Sohlberg  Olga Reyes 《Early education and development》1994,5(4):277-288

Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices.  相似文献   

Book Review     

Lin?LinEmail author 《Asia Pacific Education Review》2002,3(2):217-221

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Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

Three dimensional couette flow and heat transfer through a porous medium with variable permeability     

Chaudhary?R.?C.?Email author  Sharma?Pawan?Kumar 《浙江大学学报(A卷英文版)》2003,4(2):181-185

This paper reports research on the effects of variations in injection velocity and permeability on the heat transfer and flow through a highly porous medium between two horizontal parallel plates situated at constant distance with constant suction by the upper plate. Due to this type of variation in injection velocity and in permeability the flow becomes three dimensional. The governing equations are solved by adopting complex variable notations to obtain the expressions for the velocity and temperature field. The skin-friction along the main flow direction and rate of heat transfer are discussed with the help of graphs.  相似文献   

The role of general education in teacher education     

Pertti?KansanenEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(2):207-218

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The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland     

Karen L. Jones  Peter Tymms  David Kemethofer  Joe O’Hara  Gerry McNamara  Stephan Huber 《牛津教育评论》2017,43(6):805-822

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.  相似文献   

History Run Wild: The Alternate World of Joan Aiken’s <Emphasis Type="Italic">The Wolves of Willoughby Chase</Emphasis> Series     

Isobel?DamsEmail author 《Children‘s Literature in Education》2005,36(2):99-109

This article examines the historical fantasy world created by Joan Aiken in the eleven volumes of her Wolves of Willoughby Chase series. In particular it looks at her subversion of historical reality by the creation of an alternative yet recognisable representation of our own world, using a wide range of events, and the remoulding of aspects of language and geography. It also discusses her reasons for writing in this form and explores the character of Dido Twite as heroine and major raison dtre of the series.This revised version was published online in May 2005 with corrections to the article title.  相似文献   

Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains     

Andreas Gegenfurtner  Erno Lehtinen  Roger S?lj? 《Educational Psychology Review》2011,23(4):523-552

This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time, and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality, and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other). These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their significance for the design of learning environments.  相似文献   

Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective     

Bj?rn B. de Koning  Huib K. Tabbers 《Educational Psychology Review》2011,23(4):501-521

Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1) making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented.  相似文献