Education for Social Transformation: Soviet University Education Aid in the Cold War Capitalist World-System     

Tom G. Griffiths  Euridice Charon Cardona 《欧洲教育》2015,47(3):226-241

International education is seen as an effective form of soft power. This article reviews one of history’s largest and most ambitious attempts to achieve global influence through university education, and to reshape the world—the Soviet university aid program, 1956–91. Drawing on existing research and Soviet archival materials, we lay out and contextualize characteristic features of the Soviet education aid program. Specifically, we identify its focus on students from “developing” and newly independent countries, and its ambition to form graduates who would return home to become national leaders sympathetic to Soviet socialism. We conclude by approaching the program from a world-systems perspective. Here, we highlight the intended catch-up style modernization and national economic development for countries through their participation in the Soviet university aid program as well as the intended development of the human capital of participant countries. The complex impacts on participants throughout the world and their subsequent worldview are the subject of ongoing research by the authors.  相似文献   

Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy     

Tamara van Gog  Liesbeth Kester  Kim Dirkx  Vincent Hoogerheide  Joris Boerboom  Peter P. J. L. Verkoeijen 《Educational Psychology Review》2015,27(2):265-289

  相似文献   

Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters     

Barry J. A. de Groot  Kees P. van den Bos  Alexander E. M. G. Minnaert  Bieuwe F. van der Meulen 《Scientific Studies of Reading》2015,19(2):166-181

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.  相似文献   

Developmental Changes in the Relations Between RAN,Phonological Awareness,and Reading in Spanish Children     

Cristina Rodríguez  Madelon van den Boer  Juan E. Jiménez  Peter F. de Jong 《Scientific Studies of Reading》2015,19(4):273-288

We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.  相似文献   

Comparing student and expert-based tagging of recorded lectures     

Pierre Gorissen  Jan van Bruggen  Wim Jochems 《Education and Information Technologies》2015,20(1):161-181

  相似文献   

Motivational teacher strategies: the role of beliefs and contextual factors   总被引：1，自引：0，他引：1  

Lisette Hornstra  Caroline Mansfield  Ineke van der Veen  Thea Peetsma  Monique Volman 《Learning Environments Research》2015,18(3):363-392

  相似文献   

Parent–adolescent interaction quality and adolescent affect—An experience sampling study on effect heterogeneity     

Anne Bülow  Eeske van Roekel  Savannah Boele  Jaap J. A. Denissen  Loes Keijsers 《Child development》2022,93(3):e315-e331

Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (M_age = 15.80, SD_age = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes.  相似文献   

Maternal color-consciousness is related to more positive and less negative attitudes toward ethnic-racial outgroups in children in White Dutch families     

Judi Mesman  Ymke de Bruijn  Daudi van Veen  Fadime Pektas  Rosanneke A. G. Emmen 《Child development》2022,93(3):668-680

A prerequisite to anti-racist socialization in families is acknowledging ethnic-racial (power) differences, also known as color-consciousness. In a sample of 138 White Dutch families from the urban Western region of the Netherlands with children aged 6–10 years (53% girls), observations and questionnaires on maternal color-consciousness and measures of children's attitudes toward Black and Middle-Eastern ethnic-racial outgroups were collected in 2018–2019. Variable-centered analyses showed that maternal color-conscious socialization practices were related to less negative child outgroup attitudes only. Person-centered analysis revealed a cluster of families with higher maternal color-consciousness and less prejudiced child attitudes, and a cluster with the opposite pattern. The mixed results emphasize the importance of multiple methods and approaches in advancing scholarship on anti-racism in the family context.  相似文献   

You escaped! How did you learn during gameplay?     

Alice Veldkamp  Johanna Rebecca Niese  Martijn Heuvelmans  Marie-Christine P. J. Knippels  Wouter R. van Joolingen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1430-1458

  相似文献   

Conditions for mental health in education: Towards relational practice     

Tom Billington  Sarah Gibson  Penny Fogg  Jamal Lahmar  Harriet Cameron 《British Educational Research Journal》2022,48(1):95-119

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.  相似文献