Student evaluation of college physics teaching     

W. Maurice Pritchard 《科学教学研究杂志》1972,9(4):383-384

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Was East German Education a Victim of West German 'Colonisation' after Unification?     

Rosalind M. O Pritchard 《Compare》2002,32(1):47-59

German unification took place very rapidly, and it is sometimes argued that East German education was colonised in a process according to which ideas and structures (some of which were not very successful in the West) were foisted on the East in the cause of unity and homogeneity. This paper argues that the 'victim/colonisation' hypothesis is exaggerated. There was a suppressed reform tendency in the German Democratic Republic (GDR) that resulted in several distinctive educational institutions in the New Bundesländer. Although it is true that a controversial divided secondary school structure replaced the GDR unified school, it was the East Germans themselves who clamoured for the grammar school without paying sufficient attention to the implications for those pupils who failed to obtain entry into it. Their suspicions that their most able children were under-achieving were not validated by empirical studies. To a certain degree, reverse transformation can be observed (influence from East to West). In the field of pre-school education and childcare, for example, the spectacle of a well-developed sector in the East made the Westerners realise that they themselves had no adequate policy or strategy so they began to develop one. The Wisssenschaftsrat (Higher Education Council) too drew attention to the efficiency of the GDR higher education system, and in certain respects is striving to emulate it in the Old Bundesländer. The conviction of having been 'colonised' feeds resentment that could result in a backlash against democratic values. The paper ends with a brief discussion of the implications of the colonisation hypothesis for citizenship.  相似文献   

Multi-criminal and violent groups among child sex offenders: a heuristic typology in a 2-year cohort of 374 men in two English counties     

Pritchard C  Bagley C 《Child abuse & neglect》2000,24(4):579-586

OBJECTIVE: To determine the lifetime criminality of men charged with a sexual offence against a child and to identify any heuristic typologies. METHOD: The police files of a 2-year cohort of 462 men charged with a sexual offence against a minor (<17) in two English counties were analyzed; 374 were convicted. The patterns of their convictions produced a typology based upon judicially substantiated parameters. RESULTS: Half the guilty men had prior convictions for non-sexual crimes, including 24% with convictions for violent offences. Three heuristic groups emerged: "Sex-Only" offenders (S.O., n = 186); "Sex And Other" offenders (S.A.O., n = 97); and "Sex and Violent" offenders (S.V., n = 91), averaging three sex convictions each. However, the S.A.O. and S.V. men had more non-sexual than sex convictions, averaging 5.1 versus 10.5, justifying the designation of "multi-criminal" child sex abusers. However, the patterns of these men's sexual offending did not differ, except that the S.O. men's victims were significantly more often intra-family, 36%, 31%, and 13%, respectively; indicating that the majority of these men's victims were extra-familial (71%). Significantly, 19% of the convicted men had at least one "not guilty" verdict for a sex charge, as opposed to 4% for non-sexual crimes. CONCLUSIONS: While the S.O. group appear to consist of traditional types of fixated and regressed offenders, in men charged with offences, they are atypical of most sex abusers since their victims are mainly extra-familial. These "multi-criminal" men present particular challenges for custodial and therapeutic settings, and the potential dangerousness of these offenders should not be underestimated.  相似文献   

Institutional lifecycles in British higher education     

Rosalind Pritchard 《Tertiary Education and Management》1998,4(1):71-80

Summary The twentieth century has witnessed exponential growth in the provision of higher education and this growth accelerates the dynamic of institutional change. The change structures discussed in the present paper can be summarized in a cyclical model of development as presented in Figure 8. Long-term development along familiar, accustomed lines is no longer the universal or ‘normal’ expectation — if indeed it ever was. Morphological change is probable, though the direction of that change may take time to clarify. One thing seems clear: the political and economic pressures on universities are much more intense now than they have ever been and these pressures can be expected to cause metamorphoses, mutations, births and deaths amongst our ‘population’ of higher education institutions.  相似文献   

The Production Effect Improves Memory in 7- to 10-Year-Old Children     

Verena E. Pritchard  Michelle Heron-Delaney  Stephanie A. Malone  Colin M. MacLeod 《Child development》2020,91(3):901-913

The production effect—whereby reading words aloud improves memory for those words relative to reading them silently—was investigated in two experiments with 7- to 10-year-old children residing in Brisbane, Australia. Experiment 1 (n = 41) involved familiar printed words, with words read aloud or silently appearing either in mixed- or blocked-list formats in a within-subject design. Recognition for words read aloud was better than for those read silently, an effect consistent across both list formats. These results were confirmed in Experiment 2 (n = 40) using longer lists of printed novel nonwords. Final analyses indicated that the production effect was comparable for words and nonwords. Findings are discussed in relation to the distinctiveness account and the use of production as a mnemonic in children.  相似文献   

A Technique of Teaching Poetic Composition     

Bonnie Briley  Candace Kindberg  Mary McCarthy  Meda McCray  Roberta Pritchard 《Clearing house (Menasha, Wis.)》2013,86(5):291-294

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Institutional lifecycles in British higher education     

Rosalind Pritchard 《Tertiary Education and Management》2013,19(1):71-80

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The Struggle to Democratise German Teacher Education     

Rosalind M. O. Pritchard 《牛津教育评论》2013,39(3):355-371

Abstract

Europe is moving closer to political unity and the introduction of the Single European Act will certainly help promote the professional mobility of teachers. However, modes of teacher education vary enormously from one European country to another and this diversity is likely to militate against mobility, making it difficult for nationals of one country to be fully effective outside their own environment. The present article sets out to analyse the German model of teacher education which, although influential, is complex and, due to the federal structure of the country, not easy to research. It indicates briefly the historical reasons for inequalities of status between teachers of various German school types and describes in general terms the most prevalent current arrangements for producing teachers. These are contrasted with attempts to introduce innovative models likely to lead to greater equality within the teaching profession. The paper then concentrates on efforts made in North Rhine Westphalia and Hesse to reform the traditional structures. The ‘One‐Phase Teacher Education’ programme mounted in Lower Saxony in the 1970s and 1980s is singled out for special attention since it represents the most far‐reaching and radical attempt to date to overhaul German teacher education; its eventual failure reveals that the impediments to reform are deep‐rooted within German society.  相似文献   

EMERGING NEW SERVICE ROLES FOR OLDER ADULTS ON COLLEGE AND UNIVERSITY CAMPUSES     

David C. Pritchard  Karyl Tomb 《Educational gerontology》2013,39(2-3):167-175

A growing need exists to identify and develop meaningful retirement roles for older adults in a variety of settings and modes. College and university campuses provide a particularly stimulating environment for involvement of the retired population not only as lifelong learners but also as contributors to the functional operation of the institution. A national survey was conducted to explore the extent to which programs have been initiated to involve older adults in meaningful volunteer tasks, responsibilities, and roles on university campuses. Emeritus faculty and staff may find these opportunities conducive to continue to perform useful service to the university. Data suggest that although significant barriers exist that hinder the smooth development of service‐oriented programs for the elderly on university campuses, the feasibility of these programs has been demonstrated and a substantial number are currently in operation around the country. Positive outcomes resulting from establishing older adult service programs include improvement of intergenerational communication, reduction of ageism, provision of useful services to educational institutions, and enhancement of the quality of life in retirement.  相似文献   

The reconstruction of educational studies     

Malcolm Pritchard 《Cambridge Journal of Education》1987,17(1):56-61

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