The development and application of progressive education in the Netherlands and some implications for South Africa     

《Africa Education Review》2013,10(1):75-90

Abstract

The charge that schooling is poorly adapted to modern conditions in South Africa and abroad has been debated since the beginning of the twentieth century, with the result that two strands of competing paradigms - traditional and progressive - crystallised from the discussion. This article delineates the salient features of progressive education to prepare the ground for a comparison of outcomes-based education (OBE) in South Africa with education in the Netherlands and thereby determine the influence, if any, of progressive education on OBE and Dutch education respectively. The data gathered to determine the progressive influence on Dutch education showed that some elements of progressive education had been combined with traditional (tried-and-tested) practices to create an effective primary educational system. The implication for South Africa is that teachers should be allowed to adapt their teaching styles and curriculum development to accommodate learners who cannot benefit optimally from progressive teaching, and that progressive principles can be implemented in South Africa, provided it is done as in the Netherlands without trying to force everybody into the same mould (i.e., on the crude principle that ‘one size fits all’),  相似文献   

荷兰CITO学生监测评价系统对构建中国教育考试评价体系的启示   总被引：1，自引：0，他引：1  

王蕾 《中国考试》2011,(5)

荷兰CITO学生监测评价系统在教育评价理念、技术、手段和反馈报告等方面对构建中国教育考试评价体系都有值得借鉴之处。通过深入剖析荷兰CITO提供的全国性学生监测评价系统服务表明,利用大规模教育考试开展学业质量评价促进教学是充分发挥考试功能的必然要求。构建我国教育考试评价体系应充分利用现代教育测量理论和技术,以能力立意引导命题并将有效的考试数据转化到同一能力量尺上,为开展针对学生、学校和地区横向对比和纵向追踪评价反馈提供客观、科学依据。  相似文献   

The negative effects of citing with a national orientation in terms of recognition: National and international citations in natural-sciences papers from Germany,the Netherlands,and the UK     

Lutz Bornmann  Jonathan Adams  Loet Leydesdorff 《Journal of Informetrics》2018,12(3):931-949

Nations can be distinguished in terms of whether domestic or international research is cited. We analyzed the research output in the natural sciences of three leading European research economies (Germany, the Netherlands, and the UK) and ask where their researchers look for the knowledge that underpins their most highly-cited papers. Is one internationally oriented or is citation limited to national resources? Do the citation patterns reflect a growing differentiation between the domestic and international research enterprise? To evaluate change over time, we include natural-sciences papers published in the countries from three publication years: 2004, 2009, and 2014. The results show that articles co-authored by researchers from Germany or the Netherlands are less likely to be among the globally most highly-cited articles if they also cite “domestic” research (i.e. research authored by authors from the same country). To put this another way, less well-cited research is more likely to stand on domestic shoulders and research that becomes more highly-cited is more likely to stand on international shoulders. A possible reason for the results is that researchers “over-cite” the papers from their own country – lacking the focus on quality in citing. However, these differences between domestic and international shoulders are not visible for the UK.  相似文献   

Book Reviews     

《British Journal of Educational Studies》2000,48(1):82-110

Books reviewed:
Stephen May (ed), Critical Multiculturalism: Rethinking Multicultural Antiracist Education
Ghazala Bhatti, Asian Children at Home and at School: an ethnographic study
Carl Parsons, Education, Exclusion and Citizenship
Brian Simon, Education and the Social Order 1940–1990
Gill Helsby, Changing Teachers' Work
John Gray, David Hopkins, David Reynolds, Brian Wilcox, Shaun Farrell and David Jeeson, Improving Schools' Performance and Potential
Carl A. Grant (ed), Multicultural Research: a reflective engagement with race, class, gender and sexual orientation
Julie Allen, Actively Seeking Inclusion
Cary McCulloch, Failing the Ordinary Child: the theory and practice of working class secondary education
Naima Browne, Young Children's Literacy Development and the Role of Televisual Texts
Michael Fullan, Change Forces: the sequel
Naz Rassool, Literacy for Sustainable Development in the Age of Information
David Scott and Robin Usher, Researching Education. Data, methods and theory in educational enquiry
Mike Wallace and Lynda Huckman, Senior Management Teams in Primary Schools: the quest for synergy
John White, Do Howard Gardner's Multiple Intelligences Add Up?
Martin Thrupp, Schools Making a Difference: Let's Be Realistic!  相似文献   

Social learning by doing in sustainable transport innovations: Ex-post analysis of common factors behind successes and failures     

J.C.J.M. van den Bergh  E.S. van Leeuwen  P. Rietveld  E.T. Verhoef 《Research Policy》2007,36(2):247-259

This article presents the results of a study into the factors governing success and failure in innovative projects in the area of sustainable transport. This can be regarded as an important example of ‘social learning by doing’. Data obtained through interviews with key players in eight ambitious innovation cases for the Netherlands are analysed. Common factors are identified and a statistical correlation analysis of success and failure factors is performed. We find that it is predominantly the political, process-related, socio-cultural and psychological factors that determine whether a project succeeds or fails. Technical/content-related and economic factors appear to be less important. Administrative/legal factors play an intermediate role.  相似文献   

荷兰现实主义教师教育实习模式探究     

YANG Xiuyu 《外国教育研究》2008,(12)

教师的教育实习,作为联系教师教育中的理论学习与未来教学实践的重要纽带,是教师教育课程中的必要组成部分,也是教师的专业社会化与专业发展的关键阶段。荷兰乌特勒支大学的"现实主义"教师教育实习模式,以傅乐的教师关注理论为基础,重视教育实习与理论学习的紧密融合,大学与中小学指导教师的合作督导,以及实习教师的反思能力的培养等,这些对我国的教师教育实习都会有所启示与借鉴。  相似文献   

荷兰职业教育集团化办学的实践及对我国的启示     

何丽霞 《职教通讯(江苏技术师范学院学报)》2008,23(11)

实践证明,集团化办学是荷兰发展职业教育的有效方式之一。在案例剖析的基础上,分析和总结荷兰职业教育集团化办学的主要模式与特点,以期对我国职业教育集团化办学提供有益的经验与启示。  相似文献   

与时俱进的书业物流巨无霸:荷兰中央书局     

许洁 《出版科学》2011,(6):87-89

通过实地参观和面对面访谈,深入了解荷兰最大的图书物流中间商中央书局实体书配送、按需印刷和电子书物流三大核心业务的运作模式和流程,从而揭示积极适应环境变化、利用新技术实现企业升级是传统书业物流企业经历百年发展、长盛不衰的成功秘诀。  相似文献   

On the meaning of cross-cultural differences in simple cognitive measures     

Fons J.R. van de Vijver 《Educational Research and Evaluation》2013,19(3):215-234

A set of 5 reaction time tests of increasing cognitive complexity were administered to 35 secondary school pupils in Zimbabwe and The Netherlands at 4 consecutive school days in order to explore the existence and nature of cross-cultural differences on reaction time tests measuring basic cognitive operations. No cross-cultural differences were observed on the simple tests, while the Dutch pupils were faster than Zimbabwean pupils on the more complex tests. Zimbabwean pupils showed larger performance increments at retesting. Two Wechsler Intelligence Scale for Children (WISC) subtests (Vocabulary and Digit Span Forward and Backward), a tapping test, and parental socioeconomic status were used to predict the cross-cultural performance differences. Socioeconomic status and digit span could explain all these differences. It is argued that the cross-cultural performance differences on elementary cognitive tests cannot be interpreted at face value because of their susceptibility to non-target factors, such as test understanding and previous test exposure.  相似文献   

Operationalizing Demand-Driven Agricultural Research: Institutional Influences in a Public and Private System of Research Planning in The Netherlands     

Laurens Klerkx  Cees Leeuwis 《The Journal of Agricultural Education and Extension》2013,19(2):161-175

Abstract

The trend towards demand-driven agricultural research has focused attention on the inclusion of farmers in research planning. Theoretically, this should enhance ownership and increase the applicability of research. However, in practice, several tensions emerge with regard to the operationalization of such ‘user-driven research planning systems’, and this paper aims to address these.

The paper analyzes a public and private research planning system by means of a comparative qualitative case study approach focusing on institutional aspects of research planning systems. While the systems have different approaches, the tensions are quite similar, dealing with the different and often limited perspectives on innovation of the actors involved, different progress monitoring and output evaluation criteria, and information asymmetries between the actor groups which influence there capacity to successfully act in the research planning system. The analysis prompts the importance of synchronizing perspectives on innovation and capacity building among all actors to enable them to successfully operate demand-driven research planning platforms.  相似文献