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81.
Ann Marie Ryan 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):416-428
ABSTRACTIn the early twentieth century in the United States, Roman Catholic schools grew in number and became increasingly regulated by state departments of education. This led to the increased influence of public school reform movements in Catholic schools. Some Catholic educators questioned these movements, while others embraced them. Educational measurement strategies, such as IQ and standardised testing, gained support from women religious orders and congregations, who made up the majority of the Catholic teaching force. For pragmatic reasons, they saw some value in the promises of modern educational science for teaching and learning. This practice, however, put them at odds with some of the beliefs and values of their Church. This study demonstrates how Catholic sister teachers attempted to shape the debate on the introduction and use of reform strategies like IQ and standardised testing. It also examines how Catholic sister teachers made use of Catholic beliefs and values to make arguments in favour of IQ and standardised testing in Catholic schools. Using agreed upon Catholic religious tenets and working within their gendered reality, Catholic sister teachers demonstrated how they tried to convince their colleagues, male and female, to come to an understanding around the use of educational measurement. 相似文献
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Zajic Matthew C. Solari Emily J. Grimm Ryan P. McIntyre Nancy S. Mundy Peter C. 《Reading and writing》2020,33(6):1531-1556
Reading and Writing - Reading and writing are distinct skill areas that influence each other across development. Children with autism spectrum disorder (ASD) are noted to exhibit challenges in both... 相似文献
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Roger Kaufman Ryan Watkins Melvin Stith Don Triner 《Performance Improvement Quarterly》1998,11(3):32-44
Where are the world's organizations headed? What do they see as their primary destination and contribution? What do they commit to deliver and to whom? How rigorous are they in defining their destinations? What label do they use to describe statements of their intended future? To find the answers to these and other questions, we examined 26 of the leading organizations internationally as well as 60 leading organizations in the United States. Based on this sample of world organizations, we found indications that many organizations see some aspect of societal good as basic to their future, while many others regard their own organization's well-being as what is most important. We find no clear favorite for what organizations label their statements of purpose: most use “mission” while some use “vision,” and some use “values” or “philosophy.” Few of the organizations in our sample state their intended destination in measurable performance terms. From these data, we discuss the implications in terms of an increasing emphasis in the literature on organizations having to deliver outputs that contribute to external clients and society. We also note that purpose statements must be accompanied by appropriate actions to achieve those intentions. In addition, we discuss how this move toward socially-responsive organizations is impacting the role of the performance technologist. 相似文献
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This paper studies the topological as well as the non-topological solitons due to the nonlinear Klein-Gordon equations, in presence of perturbation terms. There are five forms of nonlinearity that will be considered. The He's semi-inverse variational principle will be used to carry out the integration. 相似文献
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那是一个充满忧伤的清晨。准备的各种食物的香味通常将标志着某个欢庆的节日或者是亲属的聚会,那时才赶着做这些东西,但这天清晨完全是另一回事。我从床上爬起来,尽最大努力只为面对这一天时,全身强烈地感到一阵未曾有过的寒冷。那是我宁愿很快忘却的一天,但不幸的是,我无法忘却。 相似文献
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Many pre-service teachers enter teacher education with problematic or unexamined assumptions about learners and teaching. This article reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework we show that during the project these participants developed more complex notions of learners and ways of making meaning. We argue that these ‘real-world’ experiences, when offered before pre-service teachers begin practicum in schools, provide more ‘resources’ to problematise the practices and institutional discourses encountered in schools. 相似文献