The Nature–Nurture Question: Teachers’ perceptions of how genes and the environment influence educationally relevant behaviour     

Sheila O. Walker  Robert Plomin 《教育心理学》2005,25(5):509-516

Despite a substantial body of research suggesting genetic influence on educationally relevant behavioural traits, it is not clear how the nature–nurture question is perceived by teachers. In order to answer this question, we surveyed 667 UK primary school teachers, and for comparison also surveyed 1,340 parents about their perceptions of genetic and environmental influence on personality, intelligence, behaviour problems, learning difficulties, and mental illness. For these five domains of behaviour, the percentages of teachers who reported that genetics were at least as important as environment were .87, .94, .43, .94, and .91, respectively. Results for parents were similar (.92, .93, .54, .86, and .89). We also found that 80% of teachers reported no coverage of genetics during teacher training.  相似文献   

Curriculum and the individual — A special reference to Uganda     

Peter O. Eriaku 《Studies in Educational Evaluation》1985,11(3):261-264

  相似文献   

Background issues relating to the proposed Mass Literacy Campaign in Nigeria     

Charles O. Akinde  Michael Omolewa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(1):71-93

Literacy education in Nigerian history finds its roots in the efforts of missionary endeavour. Subsequent work in the field has always been piecemeal and unco-ordinated, even though a degree of success has been achieved and valuable experience gained. The Federal Government's decision to launch a Mass Literacy Campaign in 1982 is primarily a political response to the needs and exigencies of a developing country rich both in natural and manpower resources. The campaign is seen not only as a necessary means of creating a permanently literate society within ten years but also as an assertion of the nation's unity. The problems of undertaking such a project are immensely complicated by the plethora of local languages and cultures, the preservation of which is seen to be imperative. But the campaign can succeed if the crucial issues identified in the article — functionality, personnel, training and materials, motivation, and above all the language to be used as the medium of literacy education — are resolved; if assistance from national development organisations and international bodies is matched by the determination of the government to create an environment capable of sustaining and reinforcing literacy and conducive to the use of the skills acquired; and if the illiterate respond with initiative and perseverence to the opportunity offered them.

---

Zusammenfassung Die Alphabetisierung in Nigeria hat ihre historischen Wurzeln in missionarischen Bemühungen. Alle spätere Arbeit auf diesem Gebiet war stückenhaft und unkoordiniert, wenn ihr auch ein gewisses Maß von Erfolg beschieden war und wertvolle Erfahrungen gemacht wurden. Der Beschluß der nigerianischen Regierung, im Jahre 1982 eine Massen-Alphabetisierungskampagne durchzuführen, ist vor allem eine politische Antwort auf die Bedürfnisse und Erfordernisse eines an natürlichen und menschlichen Ressource reichen Entwicklungslandes. Die Kampagne wird nicht nur als notwendiges Mittel angesehen, innerhalb von zehn Jahren eine bleibend alphabetisierte Gesellschaft zu schaffen, sondern auch als eine Bestätigung der Einheit der Nation. Die einem solchen Projekt anhaftenden Probleme werden durch die Vielfalt einheimischer Sprachen und Kulturen, deren Erhaltung als unerläßlich betrachtet wird, außerordentlich kompliziert. Dennoch kann das Unternehmen zum Erfolg führen, wenn die wichtigsten, in diesem Artikel herausgearbeiteten Fragen — Funktionalität, Personal, Ausbildung und Materialien, Motivation und besonders die für die Alphabetisierung benutzte Sprache — gelöst werden; wenn der Unterstützung durch nationale Entwicklungsstellen und internationale Organisationen eine entsprechende Entschlossenheit der Regierung gegenübersteht, eine Umgebung herzustellen, die die Alphabetisierung aufrechterhalten und konsolidieren kann und zum Gebrauch der erworbenen Fähigkeiten herausfordert; und wenn die Analphabeten die ihnen gebotene Gelegenheit mit Initiative und Ausdauer nutzen.

---

Résumé L'alphabétisation dans l'histoire nigériane prend sa source dans les efforts des missions religieuses. Le travail postérieur dans ce domaine a toujours été fragmentaire et sans coordination, bien qu'on ait atteint un certain degré de succès et qu'on ait acquis une expérience précieuse. La décision du Gouvernement Fédéral de lancer une Campagne d'Alphabétisation Massive en 1982 est avant tout une réponse politique aux besoins et aux exigences d'un pays en développement riche en ressources tant naturelles qu'humaines. Cette campagne est considérée non seulement comme un moyen nécessaire de créer une société définitivement alphabète en dix ans mais aussi comme une assertion de l'unité de la nation. Les problèmes soulevés par l'entreprise d'un tel projet sont énormément compliqués par la pléthore des langues et des cultures indigènes, dont la préservation est regardée comme impérative. Néanmoins, cette campagne a des chances de réussir si les points critiques identifiés dans cet article — fonctionnalité, personnel, formation et matériel, motivation, et par dessus tout la langue à employer comme véhicule de l'alphabétisation — sont résolus; si l'assistance accordée par les organisations pour le développement national et par les organismes internationaux rencontre sur le même niveau la détermination du gouvernment de créer un environment capable de maintenir et de renforcer l'alphabétisation qui soit aussi favorable à l'utilisation des connaissances et de l'expérience acquises; et si les illettrés répondent par la persévérance et par l'initiative aux occasions qui leur sont offertes.

  相似文献   

What Subject Matter Knowledge do second-level teachers need to know to teach trigonometry? An exploration and case study     

Richard Walsh  Olivia Fitzmaurice  John O’Donoghue 《Irish Educational Studies》2017,36(3):273-306

  相似文献   

STEP UP to networks for science teacher professional development     

Carl Stannard  Thomas O’Brien  Andrew J. Telesca 《Journal of Science Teacher Education》1994,5(1):30-35

  相似文献   

The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education     

Ben Whitburn  Julianne Moss  Jo O’Mara 《教育政策杂志》2017,32(4):467-479

This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal.  相似文献   

Implementing Cooperative Learning with Mildly Handicapped Students in Regular Classrooms     

Howard Margolis  Lisa A. Freund 《International Journal of Disability, Development & Education》1991,38(2):117-133

THE LITERATURE on cooperative learning suggests it can benefit mildly handicapped and nonhandicapped students academically, socially, and emotionally. This article emphasizes the cooperative learning approaches of Johnson and Johnson, Slavin, and other closely related practitioners. It discusses salient research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance.  相似文献   

Core competencies and high leverage practices of the beginning teacher: a synthesis of the literature     

Joanne O’Flaherty  Erin M. Beal 《师资教育杂志》2018,44(4):461-478

Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of teacher preparation on the inclusion of high leverage practices. The focus of this study is to report a synthesis of the literature pertaining to the ‘core competencies’ and ‘high leverage practices’ selected for inclusion in teacher preparation. A systematic review of the literature was conducted in order to synthesis available evidence. Results are presented in two sections; competency-based approaches; and high leverage practice approaches in teacher preparation. Findings are discussed from the perspective of epistemological and methodological questions emerging from the research and the implications for teacher preparation.  相似文献   

Sex Education Legislation and HPV Vaccination Rates among Adolescents in the United States     

Sarah Fagan  Lisa Gallicchio 《American journal of sexuality education》2020,15(2):246-261

Abstract

This study sought to determine if human papillomavirus (HPV) vaccination rates are associated with teaching requirements for abstinence in state sex education laws and policies. A cross-sectional analysis was conducted assessing the association between abstinence education legislation and HPV vaccination rates in adolescents (aged 13–17?years). After adjustment for insurance coverage and household income, the level of abstinence education was not significantly associated with vaccination rates. However, a higher percentage of individuals uninsured was significantly and negatively associated with the vaccination rate. This suggests that HPV vaccination rates are associated with insurance coverage, but not with the degree to which sex education laws or policies emphasize abstinence.  相似文献   

Aspiring Teachers and Urban Education Programs     

Alvarez  Adam  Farinde-Wu  Abiola  Delale-O’Connor  Lori  Murray  Ira E. 《The Urban Review》2020,52(5):880-903

The Urban Review - Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case...  相似文献