THE RELATIONSHIP OF GENERAL EDUCATION,AND BASIC AND SPECIALIZED TRAINING AT THE UNIVERSITIES AND COLLEGES OF THE GDR     

Erwin Bendrat 《Higher Education in Europe》1982,7(2):16-19

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MAVEN at the Mayo Clinic     

Wellik KE  Larsen KE  Erwin P 《Medical reference services quarterly》1999,18(4):57-68

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Setting the normative boundaries: crucial epistemological benchmarks in comparative education     

Erwin H. Epstein 《比较教育学》2008,44(4):373-386

Historians of comparative education have ordinarily viewed the development of that field as having progressed in stages, from impressionistic traveller tales to systematic investigations, with each stage eclipsing the previous one in rigour and acceptability. In this essay, I show that this common ‘Darwinian’ view is simplistic and distorts the real development of comparative education. Rather than in stages, I contend that the field has developed within three epistemological streams: positivist, relativist, and historical functionalist. These streams, each shaped over many decades, continue to be alive and well and delineate the field’s normative boundaries. Indeed, comparativists differ markedly in defining the field, because their definitions arise out of whichever particular epistemological stream they embrace. What we need is a definition that encompasses all normative streams, and the one that I propose is: comparative education is the application of the intellectual tools of history and the social sciences to understanding international issues of education.  相似文献   

Instructional and Distributed Self-leadership for School Improvement: Experiences of Schools in the Kavango Region     

Erwin Katewa 《Africa Education Review》2019,16(2):69-89

This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers.  相似文献   

Parents' and Kindergarten Teachers' Beliefs About the Effects of Child Care     

Eric J. Erwin  Susan Kontos 《Early education and development》1998,9(2):131-146

Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the 'day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed.  相似文献   

The integration experience of hearing impaired elementary school students in separated and integrated school settings     

Vetter A  Löhle E  Bengel J  Burger T 《American annals of the deaf》2010,155(3):369-376

Integration experiences of hearing impaired German elementary school students in separate educational settings (n = 31) were compared with those of counterparts at the same level in integrated settings (n = 26), and evaluated in regard to psychosocial behavior, semantic-lexical abilities, and communicative skills. Analysis of questionnaire responses and intelligence subtests showed that the only difference between the samples concerned perceived well-being in school, and favored the integrated students. Other percentages of variance are explainable by school type (10%), parents' hearing status (12%), and use of bimodal communication (11%). The integrated students demonstrated a higher level of integration experience, associated with fewer psychosocial abnormalities and better communicative skills. The results indicate that educational setting is not the only factor influencing students' perceived well-being. Other contextual factors, e.g., hearing status of parents and communicative skills, have a similar positive impact on integration experiences  相似文献   

Showing results? An analysis of the perceptions of internal and external stakeholders of the public performance communication by the Belgian and Dutch Railways     

Dave Gelders  Mirjam Galetzka  Jan Pieter Verckens  Erwin Seydel 《Government Information Quarterly》2008

Performance measurement and communicating about it with the broader public is not self-evident if one looks at public services organizations (Hernon, P., 1998. The government performance and results act. Government Information Quarterly, 15: 153–156). In Belgium and the Netherlands, one organization that has been under constant surveillance from its stakeholders is the railroad company. Originally a national public service, it has changed through a European directive to operate in a liberalized transportation market. In this paper, we present the results of a qualitative study into what the Belgian and Dutch railway companies measure about their performance towards travelers, how they measure it, and specifically how they communicate it to their employees and stakeholders. Although we might expect the Dutch railway company (NS) to be more transparent than the Belgian railway company (NMBS/SNCB), in reality the two organizations do not differ that much from each other.  相似文献   

The Training of Adequate Leadership for Week‐Day Religious Education     

Erwin L. Shaver∗ 《Religious education (Chicago, Ill.)》2013,108(5):367-377

The 51 abstracts of doctoral theses printed below were sent to the Bureau of Research of the National Council of Churches for abstracting in Religious Education since the last series of such doctoral abstracts was printed in this journal (see Religious Education, Vol. 56, pages 359–382, 1961). The abstracts here printed have been substantially limited to studies containing explicit reference to current educational processes, procedures, and personnel in religious institutions. Persons interested in reviewing complete dissertations usually may obtain these in one of two ways. The school granting the degree will either loan complete dissertations to local libraries on interlibrary loan, or it will direct interested persons to ordering that dissertation on microfilm. Readers are reminded that an indispensable library resource for obtaining information on available doctoral theses from many of the major academic institutions is Dissertation Abstracts. Please do not address requests for dissertations to this magazine or to the National Council of Churches  相似文献   

Modifying the System for Observing Fitness Instruction Time to Measure Teacher Practices Related to Physical Activity Promotion: SOFIT+     

R. Glenn Weaver  Collin A. Webster  Heather Erwin  Aaron Beighle  Michael W. Beets  Hadrien Choukroun 《Measurement in physical education and exercise science》2016,20(2):121-130

The System for Observing Fitness Instruction Time (SOFIT) is commonly used to measure variables related to physical activity during physical education (PE). However, SOFIT does not yield detailed information about teacher practices related to children’s moderate-to-vigorous physical activity (MVPA). This study describes the modification of SOFIT (referred to as SOFIT+) to measure teacher practices related to students’ MVPA during PE lessons. Teacher practices that (a) promote and (b) limit children’s MVPA were identified and operationally defined via a literature review and Delphi Method. Reliability and validity data for SOFIT+ were obtained from 20 video recorded elementary PE lessons. Validity of teacher behaviors included in SOFIT+ was established using students’ accelerometer-derived MVPA. Twenty-seven teacher practices were identified. Inter-rater agreement ranged from 75.8% to 99.1% across 724 reliability scans. Six and seven practices were independently related to girls’ and boys’ MVPA, respectively. For example, during elimination activities, boys and girls were less likely to engage in MVPA. Boys were up to 1.51 times more likely to engage in MVPA while girls were up to 2.86 times more likely to engage in MVPA when a greater number of teacher practices were observed concurrently. Findings provide preliminary reliability and validity for SOFIT+, an instrument to comprehensively measure teacher practices related to children’s MVPA during PE.  相似文献   

Scoring Neutral or Unsure on an Identity Development Instrument for Higher Education     

Christine E. DeMars  T. Dary Erwin 《Research in higher education》2004,45(1):83-95

The use of neutral or unsure on an instrument designed to measure identity development in college students was explored. The nominal response model from item response theory was used to evaluate whether neutral or unsure was used more frequently by those at low or middle levels of development; the results depended on the subscale and sometimes on the item within the subscale. Scoring based on the nominal response model allows for this category to be treated differently for different items.  相似文献