排序方式： 共有58条查询结果，搜索用时 15 毫秒
11.
Petr Matěakej? 《British Journal of Sociology of Education》2005,26(1):17-40
Among the more relevant questions in educational research is how the governments and policy‐makers in transition countries address the high educational inequality inherited from the past and what policies they develop in order to reduce the strong effects of the background family and the type of school on students' achievements, their aspirations and their chances of succeeding in the most important educational transitions. This paper addresses one of the most topical issues in this area, namely the social selectivity of Czech basic and secondary education. Special attention is paid to the role of ‘multi‐year’ gymnasia. The results of analyses carried out on data from the Programme for International Student Assessment 2000 study corroborate the initial hypothesis according to which multi‐year gymnasia, introduced into the Czech educational system after 1989, represent one of the main sources of the variation in students' achievements at the end of compulsory education. However, this variation can be almost entirely accounted for by the specific socio‐economic background of the students. The same holds true for their future aspirations. The results of the analysis support the conclusions of the OECD Review of National Policies for Education from 1996. 相似文献
12.
Marielle L. J. Le Mat 《Gender and education》2016,28(4):562-580
It has been increasingly recognised that sexual violence in schools is one of the major concerns with regard to promoting sexual and reproductive health and rights. This paper examines how boys and girls define, experience, and interpret sexual violence in a secondary school in Addis Ababa, Ethiopia, and considers from their perspectives, how sexual violence can be addressed effectively in formal educational settings. Fifteen in-depth interviews and two focus group discussions revealed how these views can be strikingly different for boys and girls: boys sharing a theoretical and instrumental view on sexual violence, as opposed to girls’ emotional views based on their experiences. This major difference in understanding complicates teaching about sexuality, and leaves room for sexual violence to remain tolerated in schools. Nevertheless, all students express the need to learn openly about sexuality, and particularly to reflect on the contradicting messages they receive from their environment. 相似文献
13.
Social work introductory textbooks reflect myriad practical interests, pedagogical concerns, and theoretical considerations. However, they also present students with accepted views, dominant perspectives, and main discourses of knowledge. In light of this centrality, the present article examines the representation of the concept of “social class” in introductory textbooks as a way to look at the construction of the concept in social work education. Based on the content analysis study of 50 introductory textbooks, the article suggests that social work education has overlooked or even denied the relevance of social class. Class differences, as part of other categories of power such as race, ethnicity, and gender are crucial factors in explaining diversity and inequality. As social justice is one of the main premises of social work, the question of how to prepare students to deal with class issues as future practitioners seems to be very important, especially in light of increasing social class gaps. 相似文献
14.
Schools of social work are increasingly offering study abroad courses as a strategy for enhancing future practitioners’ knowledge and skills in serving individuals and families of diverse sociocultural backgrounds. Literature relative to such educational initiatives has focused on the characteristics, motivations, and outcomes for students and faculty; challenges and strategies to address them; different formats of course delivery; and, to a limited degree, faculty who develop and implement the courses. Using a study abroad course about understanding trauma in cultural context, the current article discusses and illustrates pedagogic and logistic benefits of the citizen of two worlds model in faculty leadership of study abroad courses. 相似文献
15.
Roni Strier 《Higher Education》2011,62(1):81-97
The development of meaningful partnerships with communities is a shared concern of many higher education institutions. However,
the building of significant partnerships between universities and communities is still a complex task, which generates multiple
tensions. Based on a qualitative study that examined the lived experiences of participants in an innovative university-community
partnership in Israel, the article analyzes the concept of partnership from a social constructivist theoretical perspective.
The study focused on four research areas: the experience of partnership; the perception of partnership; the barriers to partnership-building,
and the impact of participation on participants. Findings challenge essentialist views of partnership and highlight the constructed
and discursive nature of the concept. The article found several crucial factors to be acknowledged in the process of partnership
management: role perspectives, group affiliation, institutional context, power relations, the organizational culture of the
partnership, and the societal perceptions of social problems addressed by the partnership. It concludes with some recommendations
for the management of more meaningful university-community partnerships. 相似文献
16.
Nuraihan Mat Daud Zamnah Husin 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):477-487
One of the skills that can be taught in an English proficiency class that adopts literary texts for teaching the language is critical thinking. The background, characters and their motives are among those that invite critical inquiry and interpretation. Although it has been claimed that discussing literary texts in the traditional way can help develop students’ critical thinking skills, it is yet to be proved whether the use of a teaching aid can help the process. This study is, therefore, carried out to see if the use of computer software can help to develop such skills. It specifically looks at the potential of a literary text, Othello, and a concordancer in developing and enhancing critical thinking abilities of 40 English as a Second Language (ESL) students at the International Islamic University Malaysia. An experimental study was carried out, where an experimental group was exposed to text analysis using a concordancer whilst the control group analysed the text manually. The Cornell Critical Thinking Test was used to analyse the critical thinking ability of the students. The experimental group outperformed the control group in all the subscales measured, but the percentage of variance in the scores was low. 相似文献
17.
Academic plagiarism becomes very easy due to new opportunities provided by the Internet era （Scrinber, 2003; Underwood ＆ Sazabo, 2003; Ross, 2005）. We believe that academic dishonesty is a major issue, because it strikes at the heart of the academic and social values： honesty, trust and integrity. When dealing with education students, the future educators of children, academic dishonesty takes on added significance with much graver consequences for our society. This paper is aimed to reveal the opinions of 200 Israeli teacher education students towards different aspects of plagiarism. These responses, which were collected using likert scale questionnaire, led us to define some principles for a plan to reduce academic dishonesty, especially internet based plagiarism （Mc Murtry, 2001; Foster, 2002; Landau, Druen, ＆ Arcuri, 2002; Murray, 2002）. We suggest focusing on a plan for an institutional ethic code to reduce plagiarism and unconscious academic dishonesty. 相似文献
18.
Muhammad Jika Saidu Miah Shah J. Isa Azman Mat Samsudin Ahmad Zam Hariro 《Education and Information Technologies》2022,27(4):5551-5571
Education and Information Technologies - Information governance (IG) embraces underlying necessities to organize information using consistent method for meeting organizational needs. This demand... 相似文献
19.
The effects of element or compound preexposure and retention interval were examined in three experiments with the taste-aversion paradigm. In Experiment 1, preexposure to the elements of a compound flavor produced less latent inhibition to the compound than did preexposure to the compound itself when a 1-day preexposure-conditioning interval was used. However, preexposing the elements or the compound resulted in equivalent latent inhibition effects when a 21-day retention interval was used. In Experiment 2, a similar pattern of results was observed when the conditioning-test interval was manipulated. Experiment 3 explored the effect of element or compound preexposure when preexposure and test were carried out in different contexts. Attenuated latent inhibition following preexposure to the elements was found when preexposure and test were carried out in the same context. In contrast, preexposure to the elements resulted in as much latent inhibition as did preexposure to the compound when the context was switched from preexposure to testing. The implications of these findings for a retrieval-oriented view of latent inhibition are discussed. 相似文献
20.