Etudes hispaniques actuelles sur l'Evangile islamisant de Barnabe     

Míkal de Epalza 《Al-Masaq: Islam & the Medieval Mediterranean》1988,1(1):33-38

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Digital image right II     

Paul Krabbe  Frank de Charro  Marie-Louise Essink-Bot 《Archives and Museum Informatics》1991,5(2):8-8

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Ansätze interdisziplinärer Forschung im Bereich der Sportwissenschaft     

H. de Marées 《Sportwissenschaft》1982,12(2):218-221

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IN THE “EDUCATION BUSINESS”, WHO OWNS WHAT?     

Chris de Winter Hebron 《Higher Education in Europe》1993,18(1):3-11

This article conducts a historically‐based conceptual analysis of the major paradigms of Western higher education in terms of the primary duties of academics, to whom those duties are owed, and who owns the products or services created in the pursuit of these duties. Three such paradigms are identified, relating respectively to free enquiry and teaching, to community and national development service, and to business activity as a service provider for customers or clients. The conflicts of interest which form the theme of this issue of Higher Education In Europe are hypothesized to arise when (a) there is an institutional or system mismatch between the paradigms and (b) the implications of one of the paradigms are taken to extremes by either the individual academic or the institution or system. The article concludes with six proposals for activities to minimize such conflicts.  相似文献   

Comparison of Most-to-Least Prompting to Flexible Prompt Fading for Children with Autism Spectrum Disorder     

Justin B. Leaf  Jeremy A. Leaf  Aditt Alcalay  Alyne Kassardjian  Kathleen Tsuji  Stephanie Dale 《Exceptionality》2016,24(2):109-122

This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants.  相似文献   

Contextual Realities of Teacher Education in the Philippines     

Editha Agarao-Fernandez  Allan B. de Guzman 《Educational Research for Policy and Practice》2005,4(2-3):129-144

Teaching might not be the most popular profession in the world but it is undoubtedly the most populated. There are indeed some 57 million teachers in the world, about two thirds of whom work in the developing world. Over the years, the teacher and the teaching profession in the Philippines have been confronted by various issues and concerns that are directly or indirectly affecting them. The dynamics of the profession offers a fertile ground for debates and discussions. This paper presents a panoramic view of teacher education in the Philippines in the light of the following contextual variables: milieu, matter, materials, method and mastery.  相似文献   

Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools   总被引：1，自引：0，他引：1  

Yetilú de Baessa  Ray Chesterfield  Tanya Ramos 《Compare》2002,32(2):205-218

Emerging democracies such as Guatemala are beginning to experiment with active learning methodologies to improve learning and encourage democratic behavior among children. However, there exists little information on the effects of different classroom environments on children's behavior in developing countries. This study uses focused classroom observations to examine differences in the democratic behavior of children of different genders and ethnicity attending traditional rural schools and those attending rural schools with an experimental active learning program. Results show that children in the experimental program engage in significantly more democratic behaviors than their counterparts and these behaviors are related to participation in small group activities. Within the active learning program, greater democratic behavior and small group participation are also related to higher reading achievement at the classroom level.  相似文献   

Intergenerationale Transmission von kulturellem Kapital in Migrantenfamilien     

Anja?SteinbachEmail author  Bernhard?Nauck 《Zeitschrift für Erziehungswissenschaft》2004,7(1):20-32

Zusammenfassung Im Bildungssystem Deutschlands besteht eine ausgepr?gte ethnische Ungleichheit: Kinder aus Familien mit Migrationshintergrund erreichen nicht nur niedrigere, sondern auch weniger Bildungsabschlüsse als ihre deutschen Mitschüler und Mitschülerinnen. Dieses Defizit bei der Akkumulation von kulturellem Kapital wirkt sich wiederum negativ auf ihre Arbeitsmarktplatzierung und damit auf ihre strukturelle Assimilation in Deutschland aus. Die Ergebnisse hinsichtlich der Bedeutung intergenerationaler Transmission von Kapitalien in Deutschland zeigen klar, dass die unterschiedlichen Sozialisationsbedingungen in den Familien einen ausschlaggebenden Faktor für den schulischen und beruflichen Erfolg darstellen. Insbesondere das kulturelle Kapital, das Familien nach einer internationalen Wanderung in intergenerative Transmissionsprozesse investieren k?nnen, scheint von strategischer Bedeutung für den Verlauf und die Geschwindigkeit von Assimilationsprozessen zu sein. Die Struktur des deutschen Schulsystems spielt dabei eine entscheidende Rolle, denn sie bestimmt die Rahmenbedingungen unter denen intergenerationale Transmission in Migrantenfamilien m?glich und erfolgreich sein kann. Summary Intergenerational Transmission of Cultural Capital in Migrant Families: Towards an explanation of ethnic differences in the German educational system There is a clearly established inequality in the German educational system: children from migrant families do not simply achieve lower, but also less qualifications than their German counterparts. This deficit in the accumulation of cultural capital leads to negative placement opportunities in the job market and eventually affects their structural assimilation in Germany negatively. The results concerning the importance of intergenerational transmission of resources clearly demonstrate that differences in the conditions for socialization in the families have a significant effect on school and vocational success. In particular, the cultural capital which families invest in intergenerational transmission appears to be of strategic importance to the course and speed of assimilation processes. The structure of the German school system plays a decisive role, since it determines the framework within which intergenerational transmission in migrant families is possible and successful.   相似文献   

Students’ use of a rubric for research theses     

Frans J. Prins  Renske de Kleijn  Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2017,42(1):128-150

A rubric for research theses was developed, based on the manual of the American Psychological Association, to be used as an assessment tool for teachers and students. The aim was to make students aware of what is expected, get familiar with criteria, and interpret teacher and peer feedback. In two studies, it was examined whether students use and value these functions. In the first study, a rubric was provided to 105 Educational Sciences students working on their bachelor’s thesis. Questionnaire data indicated that students did value the rubric for the intended functions, although rubric use was not related to ability. In a panel interview, teachers stated that the number of proficiency levels should be increased to be able to distinguish between good and excellent students adequately, and that a criterion concerning student’s role during supervision should be added. Therefore, in the second study, 11 teachers were interviewed about their motives to give high grades and about the supervision process. This lead to an extra criterion concerning student’s role during supervision and an additional proficiency level to assess excellent performance. It is argued that an adequate course organisation is conditional for the rubric’s effectiveness.  相似文献   

National Evidence of the Impact of First-Year Online Enrollment on Postsecondary Students’ Long-Term Academic Outcomes     

Justin C. Ortagus 《Research in higher education》2018,59(8):1035-1058

This study examines the influence of first-year online enrollment on the long-term academic outcomes of postsecondary students. Using a nationally representative sample and propensity score weighting, I find that enrolling in some online courses is associated with lower odds of dropping out of college. Additional results reveal a positive relationship between enrolling in some online courses and sub-baccalaureate indicators of long-term academic success, such as earning an associate’s degree and transferring from a community college to a 4-year institution.  相似文献