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Lynton K. Caldwell 《The Journal of environmental education》2013,44(2):6-8
Abstract A study was conducted to measure trends in the coverage of environmental issues by popular magazines during the 25-year period 1961–1986. Three hypotheses were suggested: (1) the coverage of environmental issues would increase into the 1970s, then decrease to a steady level in the 1980s that was slightly higher than that of the 1960s; (2) environmental articles would become more mainstream; (3) there would be little change in the tendencies to rely on certain sources, to suggest biases, and to fail to stress risk. Entries under environmental subject headings in the Reader's Guide to Periodical Literature were tabulated, and content in four national consumer magazines was examined. Data supported the first two hypotheses but failed to support the third. 相似文献
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Many nations' governments are requiring schools to bring about significant, systematic, and sustained change to improve student outcomes in all settings, and have imposed mandates to ensure that schools are providing quality education and running efficiently and effectively. Consequently, national and state testing programs, standards-based agendas, and reporting methodologies have been imposed on schools with significant demands and, in many cases, demoralizing outcomes (Hargreaves 2003). As a result of these processes, test questions have become the curriculum; teacher judgment has become undervalued; and evidence that is ill-informed, outdated, and incorrect has been used to drive school change. 相似文献
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This investigation examined changes in children's perceptions of the elderly following an intervention in the frequency of contact that school‐aged children had with old people. Elderly persons served as tutors in a reading tutorial program for a period of two months. Pre‐and postintervention measures of attitudes and reading skills were taken from the children; measures of morale were obtained among the elderly sample. Evaluations of the program were also provided by the elderly, the children, school principals, and teachers. An analysis of variance revealed a significant interaction effect of group by test, suggesting that even a relatively brief intervention can modify children's perceptions of the aged. Although there were no significant changes in the responses of the elderly subjects as measured by objective questionnaires, the majority of the tutors reported that they were happier and felt more involved in the community while working in the program. 相似文献
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Brian J. Caldwell 《Journal of Educational Change》2000,1(4):307-329
Most systems of public education have experienced major change in recent years and more is clearly in store. There is much debate as to whether the public good is served. This paper proposes a `public good' test of policy and practice based around six core values (choice, equity, access, efficiency, economic, growth and harmony). Three scenarios for the future of public education are tested against these values, with only one offering an optimal balance. Nine domains of policy and practice are explored in the light of these values (curriculum, pedagogy, design, professionalism, funding, leadership, management, governance and boundary spanning). Abandonment of some policies and practices is proposed to help ensure the feasibility of this work. 相似文献
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Joanna Castaldi Elizabeth J. Hrncir Constance B. Caldwell 《Early education and development》1990,1(5):385-393
In this article, we propose a model for framing the influences on variation in infant spontaneous mastery at 12 months of age. Using the perspective of our model, we discuss the differences and similarities that our work shares with that of the other authors in this Special Issue. We hope that using our model in this way can foster integration and expansion of ideas for future studies of motivation in infancy. In addition, our model provides a roadmap for the study of important variables in risk groups. Empirical examination of the wide variation in infant capabilities and maternal emotional resources in risk groups and developmental transformations across the first two years of life can highlight important touchpoints for intervention. 相似文献