Language,education and ethnicity: Whose rights will prevail in an age of globalisation?     

Keith Watson 《International Journal of Educational Development》2007

Education and ethnicity cannot be discussed without taking language into account. This paper will argue that any discussion of ethnic minorities cannot ignore the question of language, nor can any discussion of human rights ignore the question of language rights. Unfortunately, in today's globalised world, governments and minorities are faced with conflicting pressures: on the one hand, for the development and use of education in a global/international language; on the other for the use and development of mother tongue, local or indigenous languages in education. Language complexity and ethnic plurality were largely brought about as a result of the creation of nation–states, which were spread around the world as a result of European colonialism. European languages and formal education systems were used as a means of political and economic control. The legacy that was left by the colonial powers has complicated ethnic relations and has frequently led to conflict. While there is now greater recognition of the importance of language both for economic and educational development, as well as for human rights, the forces of globalisation are leading towards uniformity in the languages used, in culture and even in education. They are working against the development of language rights for smaller groups. We are witnessing a sharp decline in the number of languages spoken. Only those languages which are numerically, economically and politically strong are likely to survive. As a result many linguistic and ethnic groups are in danger of being further marginalised. This paper will illustrate this thesis both historically and from several contemporary societies, showing how certain policies have exacerbated ethnic conflict while others are seeking to promote harmony and reconciliation. Why this should be so will be explored.  相似文献   

The Education of Racial Minorities in South East Asia with special reference to the Chinese   总被引：1，自引：0，他引：1  

Keith Watson 《Compare》1976,6(2):14-21

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Science Discipline Knowledge for Primary Teachers     

Keith Skamp 《Asia-Pacific Journal of Teacher Education》1992,20(2):121-136

Many primary teachers have a limited understanding of science concepts. A recent Australian government review of science teacher education strongly recommended that this problem be addressed in preservice and post‐initial teacher education programs. This paper outlines some approaches that might satisfy this recommendation. Course structure and design are initially considered. Specific techniques are then described which revolve around a constructivist approach to teaming science concepts. Although the importance of science processes is still acknowledged, it is implied that significant time needs to be devoted to reflecting upon and sharing one's own perceptions of science concepts. Some exemplar professional development courses and materials which also address the teacher's own science knowledge are considered briefly. The suggestions and examples draw heavily upon approaches taken by British teacher educators who have had to confront this issue directly because of the nature of their science syllabus.  相似文献   

The Comprehensive Assessment of Rational Thinking     

Keith E. Stanovich 《教育心理学家》2016,51(1):23-34

The Nobel Prize in Economics was awarded in 2002 for work on judgment and decision-making tasks that are the operational measures of rational thought in cognitive science. Because assessments of intelligence (and similar tests of cognitive ability) are taken to be the quintessence of good thinking, it might be thought that such measures would serve as proxies for the assessment of rational thought. It is important to understand why such an assumption would be misplaced. It is often not recognized that rationality and intelligence (as traditionally defined) are two different things conceptually and empirically. Distinguishing between rationality and intelligence helps explain how people can be, at the same time, intelligent and irrational. Thus, individual differences in the cognitive skills that underlie rational thinking must be studied in their own right because intelligence tests do not explicitly assess rational thinking. In this article, I describe how my research group has worked to develop the first prototype of a comprehensive test of rational thought (the Comprehensive Assessment of Rational Thinking).  相似文献   

Evoked prior experiences in first-year university student learning     

Paul Ashwin  Keith Trigwell 《高等教育研究与发展》2012,31(4):449-463

In this article, we focus on three aspects of students' prior experiences of learning: evoked conceptions of learning, evoked motivation and evoked self-efficacy. We show how, for a first-year undergraduate population, these three aspects of evoked prior experience relate to students' approaches to learning and their perceptions of the learning environment as well as to their previous schooling, their gender and the broad discipline area in which they are studying. In doing so, we confirm that evoked prior experiences are distinct and measurable and can be used to better understand the ways in which students experience learning in higher education.  相似文献   

Peter Harrison (ed): <Emphasis Type="Italic">The Cambridge Companion to Science and Religion</Emphasis>     

Keith Thomson 《Science & Education》2012,21(3):423-427

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Using stroke removal to investigate Chinese character identification during reading: evidence from eye movements     

Guoli Yan  Xuejun Bai  Chuanli Zang  Qian Bian  Lei Cui  Wei Qi  Keith Rayner  Simon P. Liversedge 《Reading and writing》2012,25(5):951-979

We explored the effect of stroke removal from Chinese characters on eye movements during reading to examine the role of stroke encoding in character identification. Experimental sentences were comprised of characters with different proportions of strokes removed (15, 30, and 50%), and different types of strokes removed (beginning, ending, and strokes that ensured the configuration of the character was retained). Reading times, number of fixations and regression measures all showed that Chinese characters with 15% of strokes removed were as easy to read as Chinese characters without any strokes removed. However, when 30%, or more of a character’s strokes were removed, reading characters with their configuration retained was easiest, characters with ending strokes removed were more difficult, whilst characters with beginning strokes removed were most difficult to read. The results strongly suggest that not all strokes within a character have equal status during character identification, and a flexible stroke encoding system must underlie successful character identification during Chinese reading.  相似文献   

The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study     

Claire Donohoe  Keith Topping  Elizabeth Hannah 《教育心理学》2012,32(5):641-655

This preliminary study investigated the impact of the online interactive programme Brainology (which aimed to encourage a growth mindset) on the mindset, resiliency and sense of mastery of secondary school pupils. A quasi-experimental pre-, post- and follow-up mixed-methods study was carried out with 33 participants aged 13–14?years. The measures were Dweck’s theories of intelligence scale and Prince-Embury’s resiliency scales for children and adolescents. Quantitative data were analysed using analysis of variance. Qualitative data from focus groups were categorised and coded. The programme led to a significant increase in pre- to post-mindset scores for the intervention group. However, there was a significant decline at follow-up and the initial impact of the intervention was not sustained. There were no significant changes in mindset for the comparison group. There were no significant changes in resiliency or sense of mastery for either group. The significant short-term impact of Brainology and non-significant follow-up findings are discussed. The present study has limitations such as small sample size, which has implications for generalisability. Future research should investigate the longer term effectiveness of educational interventions in schools.

This article has been corrected with minor changes. These changes do not impact the academic content of the article.  相似文献   

Caregiver instability and early life changes among infants reported to the child welfare system     

Cecilia Casanueva  Mary Dozier  Stephen Tueller  Melissa Dolan  Keith Smith  Mary Bruce Webb  T’Pring Westbrook  Brenda Jones Harden 《Child abuse & neglect》2014

This study describes the extent of caregiver instability (defined as a new placement for 1 week or longer in a different household and/or with a new caregiver) in a nationally representative sample of infants, followed for 5–7 years. Data were drawn from the National Survey of Child and Adolescent Well-Being (NSCAW), a longitudinal study of 5,501 children investigated for child maltreatment. The analysis sample was restricted to 1,196 infants. Overall, 85.6% of children who were infants at the time of the index maltreatment experienced at least one caregiver instability event during their first 2 years of life. Caregiver instability was associated with the child having a chronic health condition and the caregiver being older than 40 years of age at baseline. The levels of instability reported in this study from infancy to school entry are extremely high. Children with more risk factors were significantly more likely to experience caregiver instability than children with fewer risk factors. The repeated loss of a young child's primary caregiver or unavailable, neglectful care can be experienced as traumatic. Some evidence-based programs that are designed to work with young maltreated children can make a substantial positive difference in the lives of vulnerable infants.  相似文献   

Paul Alfred Carmack 1903‐1963     

Keith Brooks 《Communication Studies》2013,64(1):69-70

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