Policy development and educational research: The Hungarian experience     

János Setényi 《Tertiary Education and Management》1997,3(3):237-247

Conclusions The interaction between research and politics is weakly structured in Hungarian higher education. Functions and roles are unclear, persons participating often change or combine different roles. The emergence of modern higher education politics in Hungary catalyzes the differentiation, professionalization and institutionalization of experts, advisers and consultants. National reform commissions provide a good framework to work out these roles. The small size of the country and the limitations of its academic resources, however, make this progress gradual and controversial.  相似文献   

The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language     

Joshua F. Lawrence  David Francis  Juliana Paré-Blagoev  Catherine E. Snow 《Journal of research on educational effectiveness》2017,10(4):767-793

We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with minimal support and varying levels of commitment. Students in treatment schools scored almost a point higher on the curriculum-based vocabulary posttests than those in control schools (Hedges's g = 0.094, p < 0.05). Though there was no main treatment effect on the standardized measures of students' general vocabulary knowledge or reading comprehension, baseline-by-treatment interactions at the school and student level acted to attenuate the Matthew Effect in reading and vocabulary growth.  相似文献   

Social interaction learning strategies,motivation, first-year students’ experiences and permanence in university studies*     

Rafael García-Ros  Francisco Pérez-González  Francisco Cavas-Martínez  José M. Tomás 《教育心理学》2018,38(4):451-469

Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students.  相似文献   

Avoiding communication barriers in the classroom: the APEINTA project     

Ana Iglesias  Javier Jiménez  Pablo Revuelta  Lourdes Moreno 《Interactive Learning Environments》2016,24(4):829-843

Education is a fundamental human right, however unfortunately not everybody has the same learning opportunities. For instance, if a student has hearing impairments, s/he could face communications barriers in the classroom, which could affect his/her learning process. APEINTA is a Spanish educational project that aims for inclusive education for all. This project proposes two main accessible initiatives: (1) real-time captioning and text-to-speech (TTS) services in the classroom and (2) accessible Web-learning platform out of the classroom with accessible digital resources. This paper presents the inclusive initiatives of APEINTA. Also an evaluation of the into-the-classroom initiative (real-time captioning and TTS services) is presented. This evaluation has been conducted during a regular undergraduate course at a university and during a seminar at an integration school for deaf children. Forty-five hearing students, 1 foreign student, 3 experts in captioning, usability and accessibility, and 20 students with hearing impairments evaluated these services in the classroom. Evaluation results show that these initiatives are adequate to be used in the classroom and that students are satisfied with them.  相似文献   

Effects of Alternated Basketball Competition on Perceived Competence in Adolescents with Intellectual Disabilities Over a Period of 13 Months: A research note     

Christophe Maïano  Grégory Ninot  Gérard Bruant  Jean Bilard 《International Journal of Disability, Development & Education》2002,49(4):413-420

The purpose of this study was to examine the effects of alternated (segregated and integrated) basketball competition on two domains of perceived competence and on general self-worth. Participants were 24 adolescent males with intellectual disabilities divided equally into three groups: (a) those involved in basketball in an alternated sport competition, (b) those involved in adapted physical activity, and (c) those who were sedentary. The experimental treatment lasted for 13 months. For the sport competition group this involved 2 hr of training each week and 12 competitive meets. We administered Harter's (1985) Self-Perception Profile for Children 13 times to determine changes in perceived competence and general self-worth. The results indicate no significant changes for the different groups in the two domains of perceived competence and in general self-worth over 13 months.  相似文献   

Service Learning and Early Childhood Education: Intersection of Developmentally Appropriate Practice and P.A.R.E.     

Jennifer Baumgartner  Cynthia DiCarlo  Renée Casbergue 《Journal of Early Childhood Teacher Education》2020,41(2):111-127

ABSTRACT

Service learning (SL) is both a pedagogy and philosophy adopted by many early childhood teacher educators. Extant research suggests the incorporation of service-learning can be effective for facilitating preservice teacher learning of curriculum, pedagogy, approaches to diverse learners and families as well as establishing a professional identity. To guide the intentional adoption of SL and its assessment in early childhood teacher education programs, the authors present the Developmentally Appropriate Practice /P.A.R.E. model and illustrate how the model might be applied in a teacher education program. Challenges to incorporating service-learning in early childhood education programs and future areas of research are described.  相似文献   

Who benefits from dyadic teacher–student interactions in whole-class settings?     

André Flieller  Annette Jarlégan  Youssef Tazouti 《The Journal of educational research》2016,109(3):311-324

To what extent can teacher–student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions.  相似文献   

A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography     

Jiménez González  Juan E. 《Reading and writing》1997,9(1):23-40

The current study examined the relationship in Spanish (i.e., a transparent orthography) between different levels of phonological awareness and reading disabilities. In addition, the strategies used by the children when they resolved phoneme segmentation and reversal tasks were analyzed. A sample of 133 subjects were selected and organized in three different groups: (1) A group of 45 reading-disabled children, (2) A comparison group of 44 normal readers matched in age with the reading disabled, and (3) A reading level match group of 44 younger normal readers at the same reading level as the reading disabled. Three phonological awareness tasks were used to measure levels of intrasyllabic and phonemic awareness. The reading disabled group was equivalent to the younger reading level-matched control group in the odd-word-out task. However, there were differences in the phonemic tasks (e.g., phoneme segmentation and reversal) because the reading disabled group performed more poorly than the younger children. Overall, the children matched in age with the reading disabled group were superior in all phonological awareness tasks. There were differences between the groups when the strategies used by the children were analyzed.  相似文献   

What Does it Mean to Question?     

Margaret?E.?BérciEmail author  Bryant?Griffith 《Interchange》2005,36(4):405-430

The purpose of this paper is two fold: first, to tease out the meaning inherent in the correlativity of the question and answer process and second, to suggest a philosophical answer to the question “What does it mean to question?” in the context of teacher education. To that end, we want to claim that R.G. Collingwood’s “Logic of Question and Answer” is a valuable tool in filling the gap in scholarship concerning the art of questioning. While research into the activity of teaching often emphasizes the role and effectiveness of questioning, these studies have largely focussed on the strategies and results of the practice of questioning. We argue that they place too little emphasis on making sense of the process itself and that more time should be spent on the Logic of Question and Answer. To accomplish our goal, in Collingwoodian form, we will contextualize an example of how the understanding of the question and answer complex informs the practice of teacher education in the specific area of the Social Studies Methods Course.  相似文献   

Does social justice count? ‘Lived democracy’ in mathematics classes in diverse Swedish upper secondary programmes     

Carina Hjelmér  Per-Åke Rosvall 《课程研究杂志》2017,49(2):216-234

This article analyses what students attending four Swedish upper secondary school programmes with different social class profiles tried and wanted to influence in relation to mathematics teachers’ pedagogic practice and responses during the year 2008/2009. The theoretical framework is based on Bernstein’s theories regarding power and control. The analyses draw on ethnographic observations of classes taking the Natural Science and Social Science academic programmes, and the Vehicle and Child and Recreation vocational programmes, at two Swedish upper secondary schools. Students attending different programmes tried to influence the teaching. However, what the students taking the academic and vocational programmes were able to influence considerably differed. Generally, the vocational students exerted influence more successfully when they wanted to reduce the pace and difficulty of teaching, than when they wished to get more out of their education, while the opposite applied to the academic, especially Natural Science, students. Thus, the power relations reflected the programmes’ social class profiles and the students’ expected positions in society, despite policies at the time to promote democracy and reduce social reproduction in education. The findings support the importance of analysing not only students’ voices, but also their voices in relation to the pedagogic practice they encounter.  相似文献