Book reviews     

Aniko Husti  David Istance  John Lowe  Klaus Klemm  Francine Vaniscotte  Philip Foster  Marie Eliou 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):707-720

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Validity of Holland’s theory in adolescence: evidence from a Slovak sample     

Martončik  Marcel  Kačmárová  Monika  Hruščová  Eva  Magáčová Žilková  Ivana  Kravcová  Michaela 《International Journal for Educational and Vocational Guidance》2020,20(3):543-565

The underlying calculus assumption of Holland’s theory was tested in two samples of primary school students (N₁ = 400 and N₂ = 250) with an average age of 13.86 and 14.14 years, respectively. Both exploratory and confirmatory multidimensional scaling and Hubert and Arabie’s randomization test of hypothesized order relations were calculated. The circular spatial arrangement of RIASEC types was not confirmed in either of the two samples. The study discusses possible causes of the inappropriateness of using Holland’s model in an adolescent sample.

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Catholic Teachers Colleges in Australia‐‐The Background     

R.S.M. Marie Kehoe 《Asia-Pacific Journal of Teacher Education》1977,5(4):246-254

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REVIEW SYMPOSIUM     

Dr Priscilla Chadwick  Marie Parker‐Jenkins  Ivan Reid 《British Journal of Sociology of Education》2007,28(4):519-528

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Qualified Pedagogical Reflection as a Way to Improve Mathematics Education     

Marie Ticha  Alena Hospesova 《Journal of Mathematics Teacher Education》2007,9(2):129-156

All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher. To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’ competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’ reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their didactic elaboration and to suggestions for the teachers’ own experiments. May the teacher know what he teaches. May the teacher know how to teach. May the teacher be sincerely interested in teaching. Comenius  相似文献   

The Difficulties of Addressing Systematic Sexism in Educational Management     

Marie Brennan 《Discourse: Studies in the Cultural Politics of Education》1997,18(2):311-317

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Educational technology and the world wide web in the pacific islands     

Iding  Marie  Skouge  James 《TechTrends》2005,49(1):14-18

TechTrends - The United States and Japan are at the forefront of technological innovation, telecommunications and information management in the Pacific. This new era of “information”...  相似文献   

Supporting the Narrative Development of Young Children     

Marie?A.?Stadler  Gay?Cuming?WardEmail author 《Early Childhood Education Journal》2005,33(2):73-80

This article presents the developmental continuum of children’s storytelling skills and provides examples at each of five levels: labeling, listing, connecting, sequencing and narrating. The authors connect these developing narrative skills to communication, literacy and cognition. Strategies to facilitate development from one level to another are described.  相似文献   

Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research     

Genevieve Marie Johnson 《TechTrends》2006,50(4):46-53

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Dyslexia quotient: An index of reading ability     

Carl L. Kline M.D.  Marjorie Ashbrenner M.A.  Byron Barrington PhD  Louis Reimer M.S.W. 《Annals of dyslexia》1968,18(1):23-31

Summary A new index for expressing degree of reading disability in children is presented. Called the Dyslexia Quotient (D. Q.), it has the advantages of being simple to calculate and of being expressed in round numbers. Standardization of this new index is presented. In addition, the use of the Dyslexia Quotient in 50 patients who completed intensive dyslexia therapy is presented. An age-improvement distribution diagram, using the D. Q. is given. The authors suggest that the Dyslexia Quotient offers a valuable universal means of indicating degree of reading disability at any grade or age level.  相似文献