THE RELATIONSHIP OF GENERAL EDUCATION,AND BASIC AND SPECIALIZED TRAINING AT THE UNIVERSITIES AND COLLEGES OF THE GDR     

Erwin Bendrat 《Higher Education in Europe》1982,7(2):16-19

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MAVEN at the Mayo Clinic     

Wellik KE  Larsen KE  Erwin P 《Medical reference services quarterly》1999,18(4):57-68

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Setting the normative boundaries: crucial epistemological benchmarks in comparative education     

Erwin H. Epstein 《比较教育学》2008,44(4):373-386

Historians of comparative education have ordinarily viewed the development of that field as having progressed in stages, from impressionistic traveller tales to systematic investigations, with each stage eclipsing the previous one in rigour and acceptability. In this essay, I show that this common ‘Darwinian’ view is simplistic and distorts the real development of comparative education. Rather than in stages, I contend that the field has developed within three epistemological streams: positivist, relativist, and historical functionalist. These streams, each shaped over many decades, continue to be alive and well and delineate the field’s normative boundaries. Indeed, comparativists differ markedly in defining the field, because their definitions arise out of whichever particular epistemological stream they embrace. What we need is a definition that encompasses all normative streams, and the one that I propose is: comparative education is the application of the intellectual tools of history and the social sciences to understanding international issues of education.  相似文献   

Instructional and Distributed Self-leadership for School Improvement: Experiences of Schools in the Kavango Region     

Erwin Katewa 《Africa Education Review》2019,16(2):69-89

This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers.  相似文献   

Parents' and Kindergarten Teachers' Beliefs About the Effects of Child Care     

Eric J. Erwin  Susan Kontos 《Early education and development》1998,9(2):131-146

Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the 'day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed.  相似文献   

未来气候变化对鄱阳湖区土地利用变化的影响评估   总被引：2，自引：0，他引：2  

闫丹  UweA.Schneider  ErwinSchmi  黄河清  潘理虎  OliverDilly 《资源科学》2013,35(11):2255-2265

为了评估未来气候变化可能对鄱阳湖区土地利用变化产生的影响,本文根据IPCC的建议,利用新近建立的基于主体的土地利用变化模拟模型,详细分析了4种气候变化情景下鄱阳湖区1985-2035年的土地利用变化过程。这4种气候变化情景分别为A1B(经济高速增长模式)、A2(区域经济多样化增长模式)、B1(引进更多清洁能源的经济增长模式)和情景4(无气候变化模式)。在这些气候变化情景中,由于耕地的农业生产潜力差异显著,农户主体的收入和他们对土地利用方式的决策也发生了相应的改变。通过对这一过程的模拟和结果分析,发现气候变化可能有利于鄱阳湖区土地利用变化向着环境友好的方向自我调整。与A1B和A2两种气候变化情景相比,B1情景对土地利用变化的影响更具环境友好性。  相似文献   

Modifying the System for Observing Fitness Instruction Time to Measure Teacher Practices Related to Physical Activity Promotion: SOFIT+     

R. Glenn Weaver  Collin A. Webster  Heather Erwin  Aaron Beighle  Michael W. Beets  Hadrien Choukroun 《Measurement in physical education and exercise science》2016,20(2):121-130

The System for Observing Fitness Instruction Time (SOFIT) is commonly used to measure variables related to physical activity during physical education (PE). However, SOFIT does not yield detailed information about teacher practices related to children’s moderate-to-vigorous physical activity (MVPA). This study describes the modification of SOFIT (referred to as SOFIT+) to measure teacher practices related to students’ MVPA during PE lessons. Teacher practices that (a) promote and (b) limit children’s MVPA were identified and operationally defined via a literature review and Delphi Method. Reliability and validity data for SOFIT+ were obtained from 20 video recorded elementary PE lessons. Validity of teacher behaviors included in SOFIT+ was established using students’ accelerometer-derived MVPA. Twenty-seven teacher practices were identified. Inter-rater agreement ranged from 75.8% to 99.1% across 724 reliability scans. Six and seven practices were independently related to girls’ and boys’ MVPA, respectively. For example, during elimination activities, boys and girls were less likely to engage in MVPA. Boys were up to 1.51 times more likely to engage in MVPA while girls were up to 2.86 times more likely to engage in MVPA when a greater number of teacher practices were observed concurrently. Findings provide preliminary reliability and validity for SOFIT+, an instrument to comprehensively measure teacher practices related to children’s MVPA during PE.  相似文献   

The influences of roommate assignments upon students' maturity     

T. Dary Erwin 《Research in higher education》1983,19(4):451-459

One hundred ten entering freshmen were randomly assigned to one of three experimental groups representing three types of roommate assignments in the residential halls. The three types of assignments included the pairing of two high-maturity students, a high- and a low-maturity student, or two low-maturity students. A pretest measure of maturity from Heath's Perceived Self Questionnaire (PSQ) was used to determine high or low maturity. About 90% of the sample was retested with the PSQ after one semester to study mean differences in maturity among the three experimental groups and between the initial status of high or low maturity after controlling for pretest maturity scores. Results showed that the maturity of one's roommate does have an impact on that student's degree of Symbolism, that is, on the student's awareness and insight of his or her values and experiences and an increased ability to express those values and experiences symbolically.  相似文献   

Scoring Neutral or Unsure on an Identity Development Instrument for Higher Education     

Christine E. DeMars  T. Dary Erwin 《Research in higher education》2004,45(1):83-95

The use of neutral or unsure on an instrument designed to measure identity development in college students was explored. The nominal response model from item response theory was used to evaluate whether neutral or unsure was used more frequently by those at low or middle levels of development; the results depended on the subscale and sometimes on the item within the subscale. Scoring based on the nominal response model allows for this category to be treated differently for different items.  相似文献   

Diversity in Early Childhood Environments     

Dr. Eric J. Erwin 《The Educational forum》2013,77(4):323-328

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