Irish education and the legacy of O’Connell     

Brian Fleming 《History of education》2016,45(2):169-187

In 1831, the British Government decided to become directly involved in the provision of elementary education in Ireland, a country over which it then had jurisdiction. By European standards of the time this was a highly unusual step. A number of scholars have interrogated the factors that led to this outcome as well as the role played by various individuals. Daniel O’Connell’s activities, at this time, have been described as relatively limited, which appears incongruous given that he is considered the most powerful Irish politician of this era and was then at the height of his powers. It is the central contention of this article that O’Connell was, in fact, intimately involved in bringing about a national system of elementary education. Of more lasting significance is the manner in which he defined the role of the politician vis-à-vis the Church authorities in educational policy-making. In this regard he established a pattern that remained unchanged for over a century and indeed, it could be argued, largely persists to this day.  相似文献   

我国教师教育信念研究：主题、趋势与反思——基于知识图谱的分析     

许纯洁 《当代教育与文化》2020,(1):74-82

教师教育信念研究是教师研究的重要之维,对推动教师发展乃至教育变革均发挥着重要作用。通过对CNKI中有关"教师教育信念"的文献进行可视化分析发现,我国教师教育信念研究涉及到教师教育信念的结构、影响因素、教育信念与教育行为的关系、教师教育信念与教师专业发展、教师教育信念的转变等内容,我国教师教育信念的研究趋于丰富和细化,其中,对不同类型的教师教育信念关注和研究方法的选择是主要的方面。虽然研究取得了一定的成果,但以后的研究需要进一步深化:在研究内容上,需要在不同类型教师的教育信念、教师教育信念转变及其路径等方面加强研究;在研究方法上,要积极融合量化研究和质性研究方法,并借鉴"隐喻"、视频分析等新兴的研究方法,增加研究深度;在研究导向上,加强教师教育信念的本土化研究,充分重视行动对教师教育信念的价值。  相似文献   

Teaching seasons with hands-on models: model transformation     

Cumhur Türk  Hüseyin Kalkan 《Research in Science & Technological Education》2018,36(3):324-352

The purpose of this study was to examine the effects of using ‘hands-on’ models (HOMs) to teach the subject of seasons – a topic about which students often have misconceptions – on students’ expressed models. To this end, three different HOMs were developed. The study sample consisted of 80 seventh graders (ages 12–13). The study had a quasi-experimental design, and a model with a control group was used. The experimental group and the control group were assigned randomly. The study data were collected using an open-ended question form that was administered three times: pre-instruction, post-instruction and a long time after instruction (permanence). The collected data were analysed using the content analysis technique. Frequencies and percentages were used to analyse the changes in the students’ expressed models. The results of the analyses showed that using HOMs was an effective method for teaching the subject of seasons. It was concluded that whereas teaching with HOMs led the students to a ‘scientific’ model, the teaching method used in the control group led the students to a ‘synthesis’ model. In addition, the learning that occurred in the group taught with the HOMs was found to be more permanent than the learning that occurred in the control group. Based on these results, the use of HOMs to teach astronomy and the generalisation of these models has been recommended. Lastly, issues to consider when teaching the subject of seasons have been outlined.  相似文献   

Friendships for wellbeing?: parents’ and practitioners’ positioning of young children’s friendships in the evaluation of wellbeing factors     

Sigrid Brogaard-Clausen  Sue Robson 《International Journal of Early Years Education》2019,27(4):345-359

ABSTRACT

Friendship matters for young children’s development, learning and experience of wellbeing. This paper emphasises the significance of young children’s friendships for their wellbeing, especially in the context of early years settings. Findings are presented from two online questionnaires developed for the project, in which 155 parents/carers and 285 practitioners in England expressed their perceptions of what matters for young children’s wellbeing. Data shows some ambivalence in the views of both parents/carers and practitioners about the importance of friendship in this context. Both groups gave low prioritisation to ‘the company of friends’ for children’s wellbeing. As friendships are of central importance to young children themselves, this could suggests that adults and children may have different priorities, which raises questions about the extent to which young children’s friendships are seen as important by adults. The paper concludes by proposing the need for practitioners in particular, but also parents, to consider their roles and priorities for children’s lives within schools and nurseries, including how they might sensitively support and facilitate children’s friendships in play, activities, transition and everyday life.  相似文献   

Succeeding against the odds: can schools ‘compensate for society’?     

Farzana Shain 《Education 3-13》2016,44(1):8-18

ABSTRACT

Education researchers, policy-makers and practitioners in the UK have debated the question of what, and how much, schools can do to mitigate the effects of parental background on educational outcomes over the last half a century. A range of programmes, strategies and interventions have been implemented, and continue to be implemented in an effort to ‘break the link’ between socio-economic disadvantage and low educational outcomes, but educational inequalities have persisted. This paper draws on theoretical and empirical research to offer a new analysis of compensatory education in England across three main phases since the 1960s.  相似文献   

管理者过度自信与资本结构的实证研究     

李惠锦 《安阳工学院学报》2019,38(1):35-38

随着公司行为财务的发展,管理者非理性特别是过度自信的认知偏差与公司财务决策关系的研究逐渐得到学者的关注而成为新的研究热点,而针对我国的管理者过度自信与公司融资行为的研究较为缺乏。因此,本文选择过度自信的心理和行为偏差作为研究视角,在梳理相关文献的基础上,选取盈余偏差作为企业高管过度自信衡量指标,进而针对两个假设进行实证研究,构建两个模型,将样本按"管理者过度自信"这一指标的取值细分为过度自信样本和理性样本,在不同模型中进行比较分析,探讨中国上市公司管理者的过度自信是如何影响企业资本结构的。结果表明,管理者的过度自信扩大了资本结构的正向决定因素,缩小了资本结构的负向决定因素。  相似文献   

Hallmarks of participation – children’s conceptions of how to get access to communities in Norwegian Early Childhood Education and Care (ECEC)     

Marianne Ree  Marit Alvestad  Eva Johansson 《International Journal of Early Years Education》2019,27(2):200-215

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‘Being yourself’: everyday ways of doing and being gender in a ‘rights-respecting’ primary school     

Rebecca Webb 《Gender and education》2019,31(2):258-273

This paper engages with some everyday ways of doing and being gender which proceed from a dominant liberal rights policy and practice discourse within one English ‘rights-respecting’ primary school in England. Drawing on three ethnographic vignettes of data from different spaces within the school, it utilises a Butlerian analytic to interrogate the kinds of subjects that children are entitled and obliged to be as they take up different subject positions proposed to them in the school. The paper engages with this empirical data, to foster and ignite critical sensibilities, especially as these relate to ‘taken-for-granted’ discourses of children’s rights which presume the participation of all children regardless of their differently gendered subjectivities. This analysis puts in question the universal, normative and essentialising effects of the category of the rights-respecting child as always unproblematic and forever productive.  相似文献   

智慧学习环境下学习画面情感的自适应调整     

徐振国  孔玺  张冠文  孟祥增 《现代教育技术》2020,(5):101-107

为了在智慧学习环境下实现自适应情感交互,文章首先构建了基于学习者情感的学习画面情感自适应调整模型,并依托此模型开发了原型系统。随后,文章以济南市X中学的98名学生为研究对象,采用准实验研究法,通过学习者情感所占比例分析和问卷数据统计分析,验证了文章提出的假设成立,即智慧学习环境下学习画面情感自适应调整能够提高学习过程中学习者积极情感所占的比例,并能激发学习者的学习兴趣。在智慧学习环境下自适应调整学习画面情感,为解决智慧学习环境情感层面的自适应交互问题提供了新的思路与方法。  相似文献   

Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics     

Bénédicte Vanblaere  Geert Devos 《School Effectiveness & School Improvement》2016,27(2):205-227

The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative.  相似文献