语言模因的领域性、时效性和贴近性     

陈金薇 《佳木斯教育学院学报》2012,(6):359-360

成功的语言模因具有长寿性、多产性和复制的忠实性三个特征。文章以全球语言监测机构公布的年度热门词汇榜单体现出的语言现象为例论证成功的语言模因还具有领域性、时效性和贴近性三个特征,增强了模因论的解释力。  相似文献   

提高高校思想政治教育有效性的思考——基于教师有效性视角     

王菲 《佳木斯教育学院学报》2012,(3):31-31

思想政治教育的有效性是思想政治教育的生命所在。高校思政课是对国家的建设者——大学生进行思想政治教育的主战地。如何提高高校思政课的有效性是我们研究思政教育有效性不可回避的问题。本文基于教师有效性的视角试图找到提高高校思政教育有效性的途径。  相似文献   

高等教育公平与学费政策选择   总被引：1，自引：0，他引：1  

査显友  丁守海 《清华大学教育研究》2012,33(1):103-108

高等教育学费政策取决于政府效用与教育公平的匹配情况,当存在完善的贫困生资助制度时,二者能在一定程度上得到兼顾,高学费、高资助政策是满足激励相容条件的最优选择.但就我国当前而言,由于资助制度不完善,高学费仍会冲击教育公平,政府必须通过高财政投入来控制学费水平.此外,高等教育的个人收益率有较大不确定性,应据此制定差异化学费政策.  相似文献   

Issues to Consider in Designing WebQuests: A Literature Review     

Serhat Kurt 《学校用计算机》2013,30(3):300-314

A WebQuest is an inquiry-based online learning technique. This technique has been widely adopted in K–16 education. Therefore, it is important that conditions of effective WebQuest design are defined. Through this article the author presents techniques for improving WebQuest design based on current research. More specifically, the author analyzes the WebQuest technique in terms of the principles of cognitive load theory, interactivity, accessibility, and usability and visual appearance. The author argues that several factors must be taken into consideration in order to effectively design WebQuests that will educate without impeding the learning process.  相似文献   

The impact of screening and advice on inattentive,hyperactive and impulsive children     

Peter Tymms  Christine Merrell 《欧洲特需教育杂志》2013,28(3):321-337

ABSTRACT

This short report is about the experiences, views and perspectives of eight parents whose children experience difficulties in learning or have disabilities. These parents have been involved in or innovated parent groups around England. Their views are presented in the light of education policy which relates to school choice and to children and young people with statements of their ‘special educational needs’. These parents’ perspectives on integration emerged as one of the main themes from the interview data  相似文献   

Sometimes less is more: educational effectiveness of English as a foreign language instruction in German classrooms     

Ian Jamieson  Felicity Wikeley 《School Effectiveness & School Improvement》2013,24(4):435-452

This article challenges one of the central orthodoxies of much school effectiveness and school improvement work – namely that schools should strive to become more consistent environments for pupils and teachers. It reviews the arguments for consistency; the success of centralised systems, and the 'mirroring' of factors of effectiveness at the different levels of organisation but also examines the evidence which seems inconsistent with this thesis. For example, the differential performance of boys and girls in some schools and of certain ethnic groups in some school environments. Whilst not suggesting that 'consistency' theories should be rejected in all circumstances the article argues that the motivation of students is the key factor which needs to link school organisation and school context. Drawing on organisational literature the analysis concludes that effective schools are most likely to be those which are able to differentiate their structures, strategies and policies for different groups of pupils and different learning tasks.  相似文献   

Family,Classroom, and School Effects on Childrens Educational Outcomes in Latin America     

J. Douglas Willms  Marie-Andre Somer 《School Effectiveness & School Improvement》2013,24(4):409-445

This study, which is based on a longer report by Willms and Somers (2000), employs hierarchical linear regression models to examine the relationships between 3 schooling outcomes (language and mathematics achievement, and time to complete primary schooling) and family background, as well as various school policies and practices. The analyses employ data from the Primer Estudio Internacional Comparativo (PEIC ; UNESCO, 1998), which includes data for 13 Latin American countries, with samples of approximately 100 schools in each country, and 40 grades 3 and 4 pupils sampled in each school. The study finds that the relationship between schooling outcomes and family background varies among countries. The most successful country, Cuba, has uniformly effective schools, and relatively small inequities along social class lines and between the sexes. Across all countries, the most effective schools tend to be those with: high levels of school resources; classrooms which are not multigrade, and where students are not grouped by ability; classrooms where children are tested frequently; classrooms and schools with a high level of parental involvement; and classrooms that have a positive classroom climate, especially with respect to classroom discipline. The article concludes with a discussion about how we might improve capability to monitor school performance in low-income countries.  相似文献   

The effects of classroom socioeconomic composition on student’s civic knowledge in Chile     

Diego Collado  Catalina Lomos  Ides Nicaise 《School Effectiveness & School Improvement》2013,24(3):415-440

In Chile, the influence of the socioeconomic make-up of classrooms on achievement has been extensively studied in mathematics and language, but less in currently important non-traditional subjects such as civic knowledge. This paper analyses the effects of the socioeconomic composition of classrooms on students’ civic knowledge achievement in Chile, using the International Civic and Citizenship Education Study 2009 and a multilevel methodology. This research finds positive influences of higher socioeconomic intakes of 36% of one standard deviation in test scores. These results suggest that in the socioeconomically segregated Chilean education system, these effects would contribute to widening the civic knowledge attainment gap between pupils attending affluent and less affluent schools. In addition, this research finds that, on average, students with a higher individual socioeconomic status are more sensitive to these influences and that socioeconomic composition effects are more acute in the private-voucher sector than in the public sector.  相似文献   

Examining relationships among elementary schools' contexts,leadership, instructional practices,and added-year outcomes: a regression discontinuity approach     

Ronald H. Heck  Karen Moriyama 《School Effectiveness & School Improvement》2013,24(4):377-408

This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model using an “added year of schooling” in reading and math as our primary school-level outcomes. Added-year effects, which result from a regression discontinuity design, represent a relatively new approach for describing how school factors influence outcomes. Our results suggest that, net of context and composition factors, improvement-focused school leadership directly affected subsequent school instructional practices and, in turn, instructional practices affected added-year outcomes. We discuss the findings in terms of their theoretical and practical implications for conducting further educational effectiveness research.  相似文献   

What aspects of schooling are important? School effects on tertiary entrance performance     

Gary N. Marks 《School Effectiveness & School Improvement》2013,24(3):267-287

The purpose of this paper is to identify school effects on student performance for tertiary entrance in Australia, taking into account student-level predictors using longitudinal data from the 2003 Programme for International Student Assessment (PISA) study. It finds that aspects of schooling, such as positive attitudes to school and disciplinary climate, affect student performance at the student level but not generally at the school level. The socioeconomic context of schools has no effect on student performance when taking into account schools' academic context. Apart from academic context, teacher shortage, academic press, and teacher efficacy were the only school factors that had positive significant effects on student performance. The policy implications are that school-based policies are unlikely to improve performance or promote equity, but, instead, policies should focus more on students falling behind, who are found across the school system, not limited to a small proportion of schools with particular characteristics.  相似文献