The new crisis in education seen in the developing countries     

János Timár 《Prospects》1983,13(4):395-411

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THE RESPONSIBILITIES OF MANAGERS IN EDUCATION     

György Páris 《Higher Education in Europe》1985,10(3):15-18

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Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1994,7(4):93-94

Books and articles of academic interest  相似文献   

Distance Education: The Experience of the University of Puerto Rico/Río Piedras Campus     

Juan Meléndez 《Higher Education in Europe》2001,26(4):537-540

The Río Piedras campus is the flagship institution of the University of Puerto Rico. It has made several attempts, throughout its history, to establish a distance education environment. None have succeeded. A new grass-roots movement is developing, which is conscious of the past history. Nevertheless, it is moving forward because it is situated in a conscious process of organizational culture change. Theory E and Theory O, developed at the Harvard University School of Business to analyze organizational change, is used to analyze the change process occurring at this academic institution.  相似文献   

Book reviews     

Lorin W. Anderson  Peter Jarvis  Vilma Seeberg  Ruth Hayhoe  Thomas N. Kahl  M. Wambach  Nicholas D. Nickandrov  Márta Dovala  Robert F. Lawson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(4):515-530

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Developing teachers' knowledge and skills as researchers: a conceptual framework   总被引：1，自引：0，他引：1  

José M. Reis‐Jorge 《Asia-Pacific Journal of Teacher Education》2005,33(3):303-319

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Reading prosody development in Spanish children     

Marta Álvarez-Cañizo  Paz Suárez-Coalla  Fernando Cuetos 《Reading and writing》2018,31(1):35-52

Reading prosody is considered one of the essential markers of reading fluency, alongside accuracy and speed. The aim of our study was to investigate how development of reading prosody in Spanish children varies with sentence type and length. We compared primary school children from the third and fifth grades with an adult sample. Participants were recorded reading aloud a narrative text including short and long declarative, exclamatory and interrogative sentences. Recordings were analysed using Praat software to measure several prosodic features (i.e., pauses, duration, pitch and intensity). We found that third-grade children had not yet developed an adult-like prosody: they made more pauses, had a flatter melodic contour and had difficulty anticipating sentence structure. Fifth-graders displayed some features of adult prosody. Both length and type of sentence influenced the expressiveness of reading in the three groups. We conclude that reading expressiveness is closely related to reading experience and develops in a similar way to decoding and reading speed.  相似文献   

Post-colorblindness; Or,racialized speech after symbolic racism     

Zeus Leonardo  Ezekiel Dixon-Román 《Educational Philosophy and Theory》2018,50(14):1386-1387

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Letter name knowledge and the ability to learn to read by processing letter–phoneme relations in words: Evidence from Brazilian Portuguese-speaking children     

Cardoso-Martins  Cláudia  Resende  Selmara Mamede  Rodrigues  Larissa Assunção 《Reading and writing》2002,15(3-4):409-432

Previous studies [Scott & Ehri (1990) Journal of Reading Behavior22: 149–166; de Abreu & Cardoso-Martins (1998) Reading and Writing:An Interdisciplinary Journal 10: 85–104] have shown thatprereaders who know the names of the lettersuse a visual–phonological strategy to learn toread words in which the names of one or moreletters can be clearly detected in thepronunciation of the words. The present resultsextend these findings by showing that BrazilianPortuguese-speaking prereaders who know thenames of the letters can process letter–soundrelations to learn to read spellings in whichthe letters correspond to phonemes, not toletter names. Following Ehri & Wilce'sprocedure [(1985) Reading Research Quarterly 20:163–179], Brazilian preschool childrenlearned to read two types of simplifiedspellings: phonetic spellings, that is,spellings in which the letters corresponded tophonemes in the pronunciation of the words(e.g., SPT for sapato), and visualspellings, that is, spellings in which theletters did not correspond to sounds in thepronunciation of the words, but which werevisually more salient (e.g., VST for pijama). The children learned to read thephonetic spellings more easily than the visualspellings, suggesting that they recognized theletter–phoneme relations in learning to readthe phonetic spellings. This interpretation isbolstered by the results of correlationalanalyses between knowledge of letter sounds andperformance on the two word-learning tasks.While knowledge of letter–phonemecorrespondences did not correlate withperformance on the word-learning task with thevisual spellings, it correlated significantlyand positively with the children's ability tolearn to read the phonetic spellings.  相似文献   

Does entrepreneurship education matter? Business students’ perspectives     

Egerová  Dana  Eger  Ludvík  Mičík  Michal 《Tertiary Education and Management》2017,23(4):319-333

The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education.  相似文献