Disarming Hatred: History Education,National Memories,and Franco‐German Reconciliation from World War I to the Cold War     

Mona Siegel  Kirsten Harjes 《History of education quarterly》2012,52(3):370-402

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Comparing forms of new higher education organisations at start‐up     

David J. Siegel  Daniel M. Carchidi  Scott G. Rosevear 《Tertiary Education and Management》2013,19(3):279-296

Abstract

In this article, we investigate three recently established entrepreneurial organisations created to deliver education and training to new audiences of learners at a distance. Each of the organisations ‐ the University of Michigan's Academic Outreach Program, the University Center at Northwestern Michigan College, and the Michigan Virtual Automotive College — is involved in multiple complex partnerships with internal and external entities, including government, industry, and education. Paying particular attention to the structures, strategies, and processes of these organisations, we argue that their emergence signals the evolution of a postsecondary knowledge industry in which permeable boundaries, new competitors, and market sensibilities are converging to challenge the fundamental nature of postsecondary education.  相似文献   

A SYMPOSIUM ON EPISTEMOLOGY AND EDUCATION,PART TWO: INTRODUCTION     

Harvey Siegel 《Educational theory》2011,61(5):513-514

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Comment     

Morton Siegel 《Journal of Jewish Education》2013,79(4):28-29

In response to your invitation to participate in a symposium on Jewish supplementary education in the next decade, I would like to suggest a number of processes which should be considered and implemented in order to make for an effective and rewarding educational system. In spite of the recent growth in the number of children in Jewish day schools, more than two-thirds of the Jewish students registered in Jewish schools attend supplementary schools in a variety of programs. Therefore, frustration and hand-wringing which have become too fashionable among laymen and professional educators who readily proclaim these schools to be inherently ineffectual due to constraints of time, the unavailability and inadequacy of trained and committed teachers, the indifference of family and community, etc., leaves us with a sense of hopelessness. Such an attitude is destructive and must not be perpetuated. Instead our energies should be invested in a thorough reexamination of the constructs of the schools within the framework of the total Jewish community. If we recognize that great education can only come from bold and creative measures confronting the nature, the values, the conditions and the potentialities of the civilization in which we live, the schools and the community agencies must plan together to meet the challenge.  相似文献   

中国儿童第二语言学习的新课程模式   总被引：3，自引：0，他引：3  

赵琳  裴淼  刘华  Linda Siegel 《陕西师范大学学报(哲学社会科学版)》2006,35(4):117-122

具有中国本土化的“幼儿英语浸入式整合课程”教学实验研究结果显示:在浸入式教学模式中,中国儿童能够在自己一生中学习语言的最佳时期,在保证母语良好发展的基础上,通过丰富的内容,多样化的活动,类似习得母语的方式,快乐地学习和运用着第二语言,使他们的潜能获得良好的开发,为他们的终生发展奠定良好的基础;全英语环境和习得的教学模式在中国的学校环境中是可以实现的;环境、课程和教师在促进儿童第二语言学习方面起到了合力的作用。建立在社会文化学意义上的师生、生生之间的互动交流促进了中国儿童第二语言的学习运用与发展。  相似文献   

Neither Humean Nor (Fully) Kantian Be: Reply to Cuypers     

Harvey Siegel 《Journal of Philosophy of Education》2005,39(3):535-547

In this paper I reply to Stefaan Cuypers' explication and critique of my views on rationality and critical thinking ( Cuypers, 2004 ). While Cuypers' discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers' analysis raises deep issues about the motivational character of reasons; I briefly address this matter as well.  相似文献   

城市土地扩张与经济发展的Kuznets曲线效应分析——以江苏省13个地级市为例简     

盛业旭  刘琼  欧名豪  佴伶俐 《资源科学》2014,36(2):296-302

在借鉴耕地非农化与经济发展Kuznets曲线效应的基础上,提出城市土地扩张与经济发展的Kuznets曲线效应假说,并以江苏省13个地级市为例进行验证。研究结果表明：①城市土地扩张与经济发展的Kuznets曲线效应不仅在理论上具有可能性,在江苏省13个地级市以及苏南5市、苏北5市的实践中也得到了验证;②苏南5市城市土地规模的稳定主要得益于经济发展的结构效应,符合其现阶段的社会经济发展特征,而苏北5市城市土地扩张的放缓可能与消除效应中的政策约束有关,或许不利于其当前经济的进一步发展;③受区位条件跳跃式优化的影响,苏中3市城市土地扩张与经济发展之间并未出现Kuznets曲线效应,城市土地仍处于快速扩张的阶段。对此,本文建议江苏省三大区域应实行“有保有压,保压结合”的差别化管控政策：苏南5市应以压为主,严格限制城市用地扩张,倒逼经济结构调整;苏北5市应压中有保,在保证耕地保有量的前提下允许城市土地适度扩张,以支撑未来一段时间内的经济发展;苏中3市尤其是南通市应保中有压,在给予较大的城市土地新增空间的同时,强化城市土地集约利用,落实耕地保有目标。  相似文献   

江苏开放大学教务管理系统设计与开发     

尔宝库 《江苏广播电视大学学报》2013,(3):26-30

江苏开放大学教务管理系统以信息标准化、用户中心为原则,支持多类型、多层次、多元化办学需要,具有包容性和可扩展性。系统建成后将具有开放性、灵活性、个性化、全过程和多任务的特色,满足开放大学的教务管理需要。经过一年多年研究开发,江苏开放大学教务管理系统已初具规模。  相似文献   

开放教育新生入学阶段非学术支持服务的思考     

尔宝库 《河北广播电视大学学报》2013,(1):22-25

开放教育学生在学习过程中经常被一些教务、考试以及学习平台如何使用的问题困扰,无形中增加了非课业因素带来的学习成本。而这些问题通过入学阶段的非学术支持服务的加强可以得到一定程度的改善。针对开放教育及开放教育学生的特点,围绕关键环节进行学生入学阶段非学术支持服务设计,将得到良好的效果。  相似文献   

The Development of Reading Skills in Children With English as a Second Language     

Orly Lipka  Linda S. Siegel 《Scientific Studies of Reading》2013,17(2):105-131

One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and in Grade 3. The results indicated that in kindergarten, the ESL group had significantly lower scores on phonological processing, syntactic awareness, spelling, and memory for sentences tasks. However, in Grade 3, the ESL group performed in a similar way to the L1 group except on the syntactic awareness task. The combination of the two kindergarten measures, memory for sentences and Oral Cloze, and the combination of phonological processing and letter identification all contributed equally to predicting the L1 students' word-reading skills. However, for ESL students, letter identification and phonological processing made much larger contributions to predicting Grade 3 reading ability. Another goal of this study was to assess the procedures used to identify reading disability in the ESL and L1 student sample. Performance on two measures—letter identification and phonological awareness in kindergarten—predicted whether students would be classified in Grade 3 as at risk or having typical reading development for the ESL and L1 groups. The ESL children developed strong reading skills, and their status as ESL speakers did not put them at risk for reading difficulties in Grade 3. ESL students were not at any particular risk for reading difficulties after 4 years in Canadian schooling with an adequate balanced literacy program.  相似文献