排序方式： 共有44条查询结果，搜索用时 31 毫秒
21.
This article examines secondary-school physics teaching with respect to three levels of curriculum. These are the curriculum as designed by educational authorities and intended for school guidance, as perceived by teachers and translated into classroom practice, and as internalized by students and expressed by achievement on physics tests. In keeping with international usage we refer to these levels of curriculum as the intended, the translated and the achieved. The article is based upon the analysis of curriculum documents and guidelines, teacher assessments of opportunity provided students to learn, and student achievement on a comprehensive physics test. The context for analysis is provided by an ongoing international study of science education in which some 30 participating countries analyze the three curriculum levels and attempt to draw conclusions concerning possible relationships among them. The article reports limited but nevertheless significant relationships found among intentions, translations, and achievement in the teaching of physics in Canadian secondary schools. 相似文献
22.
Sixty-one children, from 4 to 11 years old, were presented with two sets, each containing blue and yellow elements. Each time, one colour was pointed out as the payoff colour (POC). The child had to choose the set from which he or she would draw at random a POC element in order to be rewarded. The sets were of varying sizes with different proportions of the two colours. The problem was to select the higher of the two probabilities. Three kinds of materials were used: Pairs of urns with blue and yellow beads, pairs of roulettes divided into blue and yellow sectors, and pairs of spinning tops, likewise divided into two colours.Roughly around the age of six, children started to select the greater of the two probabilities systematically. The dominant error was selecting the set with the greater number of POC elements. Verbal concepts of probability and chance were explored and some egocentric thought processes were described. The study indicates that probability concepts could be introduced into school teaching even in the first grades. The deterministic orientation in the instruction for young ages should be attenuated, permitting concepts of uncertainty right from the beginning. 相似文献
23.
Diego Raphael Amancio Osvaldo Novais Oliveira Luciano da Fontoura Costa 《Journal of Informetrics》2012,6(3):427-434
Various factors are believed to govern the selection of references in citation networks, but a precise, quantitative determination of their importance has remained elusive. In this paper, we show that three factors can account for the referencing pattern of citation networks for two topics, namely “graphenes” and “complex networks”, thus allowing one to reproduce the topological features of the networks built with papers being the nodes and the edges established by citations. The most relevant factor was content similarity, while the other two – in-degree (i.e. citation counts) and age of publication – had varying importance depending on the topic studied. This dependence indicates that additional factors could play a role. Indeed, by intuition one should expect the reputation (or visibility) of authors and/or institutions to affect the referencing pattern, and this is only indirectly considered via the in-degree that should correlate with such reputation. Because information on reputation is not readily available, we simulated its effect on artificial citation networks considering two communities with distinct fitness (visibility) parameters. One community was assumed to have twice the fitness value of the other, which amounts to a double probability for a paper being cited. While the h-index for authors in the community with larger fitness evolved with time with slightly higher values than for the control network (no fitness considered), a drastic effect was noted for the community with smaller fitness. 相似文献
24.
25.
The need for graduate teachers to own their professional responsibilities to engage successfully with students with special educational needs (SENs) in mainstream classrooms has been recognised in educational policies and programmes in many countries for well over two decades. Despite wide-ranging research, questions remain as to how pre-service education courses can help beginning teachers to develop the required commitment, knowledge and pedagogies to feel confident in teaching students with disabilities. Challenges to find new ways to enhance pre-service teachers’ familiarity with special needs children, overcome resistance from some towards including SEN students in mainstream classrooms and develop a sense of efficacy in teaching are common to many programmes. In this paper, we report on a pilot study where adults with intellectual disabilities, as members of a community theatre, were positioned as the experts and explored their schooling experiences and personal biographies with soon-to-be graduate teachers in a 3 h workshop. Taking the lead and working collaboratively with the workshop participants, members of Fusion Theatre used drama activities to develop understandings of strategies that helped them to learn. By challenging the traditional power relationships between those labelled as ‘disabled’ and those who would be teachers, the workshop helped the participants to engage on many levels. Here, we report on the data, analyse the findings and discuss implications for other pre-service programmes. 相似文献
26.
OBJECTIVE: The goal of this study was to compare rates of positive medical findings in a 5-year prospective study of 2384 children, referred for evaluation of possible sexual abuse, with two decades of research. The prospective study summarizes demographic information, clinical history, relationship of perpetrators, nature of abuse, and clinical findings. The study reports on the results by patterns of referral and the medical examination. RESULTS: There were 2384 children evaluated in a tertiary referral center between 1985 and 1990 for possible sexual abuse. Children were referred after they disclosed sexual abuse, because of behavioral changes or exposure to an abusive environment, and because of possible medical conditions. A total of 96.3% of all children referred for evaluation had a normal medical examination; 95.6% of children reporting abuse were normal, 99.8% who were referred for behavioral changes or exposure to abuse were also normal. Of the 182 children referred for evaluation of medical conditions, 92% were found to be normal at the time of examination by the Child Advocacy Center. The remaining 15/182 (8%) that were found to be abnormal were diagnosed with sexually transmitted diseases, acute or healed genital injuries, and were 17% (15/88) of the total cases found to have medical findings diagnostic of abuse. Interviews of the children indicated that 68% of the girls and 70% of the boys reported severe abuse, defined as penetration of vagina or anus. Penetration was associated with a higher percentage of abnormal findings in girls (6%) compared to 1% of the boys. The relationship of the abuser impacted on the severity of the abuse. CONCLUSION: Research indicates that medical, social, and legal professionals have relied too heavily on the medical examination in diagnosing child sexual abuse. History from the child remains the single most important diagnostic feature in coming to the conclusion that a child has been sexually abused. Only 4% of all children referred for medical evaluation of sexual abuse have abnormal examinations at the time of evaluation. Even with a history of severe abuse such as vaginal or anal penetration, the rate of abnormal medical findings is only 5.5%. Biological parents are less likely to engage in severe abuse than parental substitutes, extended family members, or strangers. 相似文献
27.
Raphael Kaplinsky 《Research Policy》2011,40(2):193-203
Innovation and technological change play an important role in poverty reduction through their contribution to growth, their use of factors of production, their environmental spillovers, the social relations associated with production and the characteristics of the products which they produce. It was only after the 1960s that these linkages were identified, with the recognition that much of global technological progress was directed to meet the needs of the global rich, and was best-suited to operation in high-income environments. The development and diffusion of “appropriate technologies” was an agenda largely pursued by the not-for-profit Appropriate Technology movement. However, with the global diffusion of innovative capabilities, and the rapid rise of incomes of the very poor - the “second bottom billion” - innovation for the poor and innovation appropriate for production in low-wage and poor-infrastructure environments has increasingly become an arena for profitable production. The very large size of China and India, coupled with their growing technological capabilities and the rapid growth of low-incomes, makes it likely that they will become the dominant sources of innovation for the poor. 相似文献
28.
Greefrath Gilbert Siller Hans-Stefan Klock Heiner Wess Raphael 《Educational Studies in Mathematics》2022,109(2):383-407
Educational Studies in Mathematics - The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help... 相似文献
29.
Anne-Caroline Prévot Susan Clayton Raphael Mathevet 《Environmental Education Research》2018,24(2):263-279
Education has been proposed as an important way to increase environmental concern. Beyond providing information, education could also encourage a stable sense of oneself as connected to the natural world, or environmental identity (EID), which is a predictor of environmental concern and behavior. This study explored the relative roles of environmental education at university and previous personal characteristics on the level of individual EID. Results from a questionnaire distributed to 919 French students in different academic curricula (ecology, other sciences and political sciences) showed significant difference in levels of EID for students in ecology compared to others, but also that EID was strongly influenced by personal experiences of nature and social context regarding conservation. These results suggest that academic curriculum is more a result than a cause for high environmental identity. We discuss the results in terms of education and access to nature for children and young people. 相似文献
30.
Fedderke Johannes W. de Kadt Raphael Luiz John M. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(3-4):257-281
This paper analyses various data on the South African schooling system since 1910. The data collected for the study cover a wide range of education indicators, from pupil enrolments, pupil teacher ratios, real expenditure (aggregate and per capita), matriculation pass rates, to some indicators of the quality of matriculation passes. The authors provide an indication of both inputs into and outputs of the educational system. In broad terms, the data indicate that from an educational perspective South Africa followed a modernisation trajectory that, although it drew ever larger numbers of pupils into the schooling system, was partial, distorted and fundamentally dysfunctional. The educational process was strongly affected by racial factors. To the extent that education is an important determinant of long run growth performance of economies, this implies that South Africa's educational policies were inimical to its long run growth. 相似文献