Poverty reduction and adult education: beyond basic education     

Ruud van der Veen  Julia Preece 《International Journal of Lifelong Education》2013,32(5):381-391

One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty, the trend has been to focus on literacy or basic education. Nevertheless, adult education is potentially much more than literacy or basic education. Successful contribution of adult education to poverty reduction programmes includes also agricultural extension, vocational education, community development and training for active citizenship. In this introduction of the special issue of the International Journal of Lifelong Education, we will sketch the state of the art for each of these branches of adult education. Moreover, our central argument will be that developing countries do not only need a more extended system for adult education, but also a more flexible and more targeted system than the rather traditional practices in most developing countries.  相似文献   

Guest editors' preface     

Dean Karnopp  Ronald C. Rosenberg  Jan J. van Dixhoorn 《Journal of The Franklin Institute》1979,308(3):v-vi

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Attitudes toward multiculturalism of immigrants and majority members in the Netherlands     

Saskia R.G. Schalk-Soekar  Fons J.R. van de Vijver  Mariëtte Hoogsteder 《Int J Intercult Relat》2004,28(6):257

The current study examined the perceptions by Dutch natives and four immigrant groups (Surinamers, Antilleans, Turks, and Moroccans) on four topics relevant for the functioning of the Netherlands as a multicultural society: immigrants’ feelings of comfort in living in the Netherlands, their perceived discrimination, their cultural maintenance, and Dutch involvement with them. As predicted, Dutch natives estimated the immigrants’ view more accurately in a contact domain (perceived discrimination) than in a non-contact domain (feelings of comfort) and the attitude differences between Dutch natives and immigrants were smaller in a contact domain (Dutch involvement) than in a non-contact domain (cultural maintenance). The study also examined the relation between ethnic hierarchy (cultural distance), educational level, and experiences of the ethnic groups. Turks and Moroccans (who occupy a lower position in the Dutch ethnic hierarchy and are less schooled) reported less positive feelings and experiences in the Netherlands than Surinamers and Antilleans (who are higher in the ethnic hierarchy and are better schooled).  相似文献   

The microgenetic emergence of cooperative play in 6-year-olds developmentally at-risk     

Geerdina M. van der Aalsvoort  Rien van der Leeden 《International Journal of Educational Research》2009,48(4):274-285

Cooperative play was investigated by a controlled pre/post-test intervention design with 28 dyads of 6-year-old students developmentally at-risk. Selection was based upon cut-off scores on a language development test and a nonverbal IQ test, and same-sex pairs were matched within classrooms. Co-variables were: socio economic status, free play time in school and pedagogical quality of the classrooms. Each child was rated with respect to temperament. Play session 1 served as pretest for both research conditions. Then five play sessions of 20 min within 3 weeks took place in the experimental condition. Eight weeks after session 6 a play session took place in both research conditions serving as post-test. After microgenetic analyses of the data, ANCOVA's were computed of time played in collaboration, and proportion of pretend play and of deep collaboration. The results revealed that the level of collaboration had improved dramatically in the experimental condition only. Moreover, the findings showed that the length of time dyads spent cooperating, and how deeply they collaborated on tasks, was related to how agreeable and emotionally stable they were. Gender effects also came forward. No long-term intervention effects were found.  相似文献   

An electronic workbook to study statistics: Design and evaluation     

Stanley J. Portier  Henry J.H. Hermans  Martin MA. Valcke  Herman M.J. van den Bosch 《Distance Education》1997,18(1):59-75

The present contribution focuses on an evaluation study in which a so‐called Electronic Workbook was designed, developed and experimentally implemented in the first‐year statistics course of the Faculty of Policy Sciences at the University of Nijmegen. The Electronic Workbook was developed as a potential solution to a four‐fold problem statement (study postponement by students, limited relevance of the course within the curriculum, lack of exploration possibilities, lack of insight into study progress by teachers). The Electronic Workbook was experimentally implemented as a regular part of the statistics course and evaluated during two consecutive academic years. The evaluation results show that students appreciated the possibility of active exploration provided by several types of support devices. They were fairly positive on being responsible for their own study activities. The aims — to gain insight into study progression and to meet the problem of study postponement ‐were achieved only to a limited degree in the first evaluation study. Due to some major changes in the educational set‐up of the second evaluation study, students were more actively and regularly engaged in the statistics course.  相似文献   

How Good an Historian Shall I Be?     

W. J. van der Dussen 《Journal of Philosophy of Education》2005,39(1):149-158

The book begins with a discussion of the debates on history education as they developed in Great Britain during the last decades of the previous century. In these debates, reference is often made to the views of the philosopher and historian R. G. Collingwood. However, according to the author, his philosophy of history is usually misunderstood. Besides correcting the various misinterpretations of Collingwood's views on history, special attention is paid to his theory of (historical) imagination. In the final part of the book, the relevance of Collingwood's philosophy for more general educational issues is discussed and compared with the views of Hirst, Bloom and Bruner.  相似文献   

Metriken für UML-Modelle     

Heiko van Elsuwe und Doris Schmedding 《Informatik - Forschung und Entwicklung》2003,18(1):22-31

Zusammenfassung. Um einen auf UML basierenden Entwicklungsprozess bewerten und verbessern zu können, werden Metriken für UML-Modelle definiert. Wir stellen einen Satz derartiger Metriken vor und diskutieren ihre Tauglichkeit. Unsere Metriken sind generisch definiert, sie werden zur Bewertung der einzelnen UML-Diagramme spezialisiert. Wir berichten vom Einsatz der Metriken zur Evaluation eines Prozessmodells, das in der Lehrveranstaltung Software-Praktikum eingesetzt wird. Eingegangen am 2. Januar 2001/Angenommen am 20. Dezember 2002CR Subject Classification: D.2.2, D.2.8, D.2.9, K.3.2, K.6.3  相似文献   

One hundred boys,one hundred challenges: The examination and conservation of two Viennese folding screens decorated with a Chinese silk embroidery     

Edith Oberhumer  Maarten R. van Bommel  Matthijs de Keijzer  Suzan de Groot  Rudolf Erlach  Regina Hofmann-de Keijzer 《文物保护研究》2014,59(5):S119-S123

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Social Media Research: An Assessment of the Domain's Productivity and Intellectual Evolution     

Wietske van Osch  Constantinos K. Coursaris 《Communication monographs》2014,81(3):285-309

The purpose of this study is to conduct a bibliographic investigation and meta-analysis of the full body of social media scholarship produced over eight years, since the domain's emergence in 2004. A total of 610 journal and conference papers were carefully reviewed and subjected to bibliometric and meta-analysis techniques. A number of research questions pertaining to country, institutional, and individual productivity, as well as research design and data practices in the social media field, were proposed and answered. Our results reveal two main challenges faced by the field. First, the social media domain displays limited intellectual diversity in terms of productive and impactful actors—individual, institutions, and countries—as well as publications that have hitherto skewed the domain's focus in a limited direction. Second, the research design approaches and data practices characterizing the domain seem to reflect methodological singularity characterized by a strong tendency for cross-sectional, individual-level, survey or case-based studies. Furthermore, speculative and anecdotal evidence, based on personal opinions and armchair hypotheses, is extremely widespread and stand in the way of the domain's methodological and theoretical advancement. These challenges not only help to improve one's understanding of the identity and intellectual core of social media as a distinct scientific field but can also further prompt academic debate and careful (re)examination of the domain's scholarly practices and assumptions to ensure its future advancement in the most productive manner.  相似文献   

Do prospective mathematics teachers teach who they say they are?     

Sonja van Putten  Gerrit Stols  Sarah Howie 《Journal of Mathematics Teacher Education》2014,17(4):369-392

In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. The participants’ perceptions of their own PMTI and the actualisation of that PMTI in the classroom were found not to be congruent. While their self-perceptions regarding their prowess as Mathematics Specialists were accurate, since this is concretely tested as part of their studies, their self-perceptions as teaching-and-learning specialists and particularly as Carers, were not verifiable in their classroom practice. Espoused theory, theory that the individual perceives as true and valid, and which may thus be seen as intrinsic to their PMTI’s, is not necessarily enacted.  相似文献