Variations on democratic education divergent patterns in Japan and America     

Benjamin C. Duke 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):47-58

A comparison between democratic education in Japan and America illustrates the divergent patterns in the interpretation of this concept which developed after the end of World War II. In accordance with the American ideal of ‘grassroots democracy’, the American school board system was introduced into Japan in order to transfer control of education from the central government to locally-elected bodies. However, by the end of the American Occupation, the school boards had become the center of a nationwide struggle between left and right ideological forces for the control of schools. From 1956 onward, major revisions were carried out by the Japanese Government whereby local control of education was taken over centrally by the Ministry of Education, who introduced a standardized curriculum and a list of ‘approved’ textbooks. The rationale behind the Japanese reforms of the American pattern derives from their interpretation of the constitutional provision that ‘all people shall have the right to receive an equal education’. Significantly, American courts have increasingly tended to follow the Japanese understanding in recent years. There are multiple paths to democratic education.  相似文献   

Different perspectives: Spatial ability influences where individuals look on a timed spatial test          下载免费PDF全文

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2017,10(3):224-234

Learning in anatomy can be both spatially and visually complex. Pedagogical investigations have begun exploration as to how spatial ability may mitigate learning. Emerging hypotheses suggests individuals with higher spatial reasoning may attend to images differently than those who are lacking. To elucidate attentional patterns associated with different spatial ability, eye movements were measured in individuals completing a timed electronic mental rotation test (EMRT). The EMRT was based on the line drawings of Shepherd and Metzler. Individuals deduced whether image pairs were rotations (same) or mirror images (different). It was hypothesized that individuals with high spatial ability (HSA) would demonstrate shorter average fixation durations during problem solving and attend to different features of the EMRT than low spatial ability (LSA) counterparts. Moreover, question response accuracy would be associated with fewer fixations and shorter average response times, regardless of spatial reasoning ability. Average fixation duration in the HSA group was shorter than LSA (F(1,8) = 7.99; P = 0.022). Importantly, HSA and LSA individuals looked to different regions of the EMRT images (Fisher Exact Test: 12.47; P = 0.018); attending to the same locations only 34% of the time. Correctly answered questions were characterized by fewer fixations per question (F(1, 8) = 18.12; P = 0.003) and shorter average response times (F(1, 8) = 23.89; P = 0.001). The results indicate that spatial ability may influence visual attention to salient areas of images and this may be key to problem solving processes for low spatial individuals. Anat Sci Educ 10: 224–234. © 2016 American Association of Anatomists.  相似文献   

Lexical prosody as an aspect of oral reading fluency     

Paula J. Schwanenflugel  Rebekah George Benjamin 《Reading and writing》2017,30(1):143-162

The purpose of the study was to determine whether the lexical compounding, suffixation, and part of speech aspects of lexical prosody rendered while reading text aloud are predictive of children’s developing oral reading fluency and reading comprehension skills. Ninety-four third grade children were recorded while reading aloud a grade-level passage targeting lexical prosody contrasts related to suffixation, compounding, and part of speech. Children also completed assessments on reading fluency, word reading efficiency, and reading comprehension skills. Prosodic measurements of pitch and amplitude for each syllable of the targeted words, and spoken head word length in ms for targeted compound words, were carried out. Spectrographic analyses indicated that children generally displayed appropriate prosody for each lexical prosody contrast examined. The extent to which children made these prosodic distinctions between syllables was related to their reading fluency and comprehension skills. The study finds that, in the oral reading of connected texts, children’s use of lexical prosody is an aspect of general reading prosody that is predictive of reading fluency.  相似文献   

A study of the long-term stability of GRE general test scores     

Kenneth M. Wilson 《Research in higher education》1988,29(1):3-40

Some applicants for admission to graduate programs present Graduate Record Examinations (GRE) General Test scores that are several years old. Due to different experiences over time, older GRE verbal, quantitative, and analytical scores may no longer accurately reflect the current capabilities of the applicants. To provide evidence regarding the long-term stability of GRE scores, test-retest correlations and average change (net gain) in test performance were analyzed for GRE General Test repeaters classified by time between test administrations in intervals ranging from less than 6 months to 10 years or more. Findings regarding average changes in verbal and quantitative test performance for long-term repeaters (with 5 years or more between tests), generally, and by graduate major area, sex, and ethnicity, appeared to be consistent with a differential growth hypothesis: Long-term repeaters generally, and in all of the subgroups, registered greater average (net) score gain on verbal tests than on quantitative tests and, for subgroups, the amount of gain tended to vary directly with initial means. A rationale is presented for a growth interpretation of the observed average gains in test performance. Implications for graduate school and GRE Program policies regarding the treatment of older test scores are considered.  相似文献   

Parental responses to infant crying: the influence of child physical abuse risk and hostile priming     

Crouch JL  Skowronski JJ  Milner JS  Harris B 《Child abuse & neglect》2008,32(7):702-710

OBJECTIVE: Managing a crying infant is a challenge universally faced by new parents. This study examined whether parental interpretations, feelings, and behaviors following exposure to a 2-minute videotaped segment of a crying infant varied as a function of child physical abuse (CPA) risk and exposure to cues of hostility (i.e., hostile priming). METHOD: Participants included 84 general population parents (52 low and 32 high CPA risk) with valid and complete protocols. It was predicted that (1) negative trait ratings, (2) feelings of hostility, and (3) ability to modulate grip strength would differ across CPA risk groups (high vs. low) and priming conditions (hostile vs. neutral). RESULTS: As expected, high, compared to low, CPA risk parents rated the crying infant more negatively and reported higher levels of hostile feelings after watching the crying infant video. Hostile priming independently increased feelings of hostility, such that high CPA risk parents who were primed with hostile words reported higher levels of hostile feelings relative to all other conditions. Hostile priming also was modestly associated with increased use of excessive force when parents attempted to produce a half-strength grip; however this difference was apparent only among high CPA risk parents. CONCLUSIONS: High, compared to low, CPA risk parents rated the crying infant more negatively and reported higher levels of hostile feelings after watching the crying infant video. Hostile priming independently increased hostile feelings and was modestly associated with use of excessive force in the hand grip task among high CPA risk parents.  相似文献   

A comparison of the short-term memory performances of pigeons and jackdaws     

B. Wilson  R. A. Boakes 《Learning & behavior》1985,13(3):285-290

Two experiments employed a delayed conditional discrimination procedure in which half the trials began with the presentation of food and half with no food; following a retention interval, subjects were presented with a choice between red and green keys, a response to one of which was reinforced according to whether the trial had started with food or no food. In Experiment 1, after 38 training sessions during which the retention interval was gradually increased, pigeons performed at a moderate level with intervals of 5 to 7.5 sec. A final test produced a steep forgetting function for food trials, but not for no-food trials; performance was unaffected by the duration of the intertriai interval (10 or 40 sec). Experiment 2 used the delayed conditional discrimination procedure to compare short-term memory in jackdaws (Corvus monedulus) with that in pigeons. Although the performance of the jackdaws was below that of the pigeons at the start of training, they showed more rapid learning over long delays, and, in the final test, a shallower forgetting function for food trials than that shown by pigeons. The results suggested superior short-term memory in jackdaws, which may help to explain the better performance of corvids in general when compared with that of pigeons in certain complex learning tasks.  相似文献   

“I wanted to go here”: Adolescents’ perspectives on school choice     

Sandra Mandic  Susan Sandretto  Debbie Hopkins  Gordon Wilson  Antoni Moore  Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122

New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin.  相似文献   

Networking for the environment     

Adelia Peters  Ruth Wilson 《Early Childhood Education Journal》1996,24(1):51-53

Summary The responses to the survey are more diverse than the authors anticipated. ECEE seems to attract people from many disciplines, specializations, and backgrounds. They read a great variety of journals and belong to many different organizations. The number of people with a strong interest in environmental education during the early childhood years seems to be growing. Individuals interested in becoming more involved in environmental education at the early childhood level may wish to contact the ECEE networking center at Bowling Green State University for further information. Individuals with ideas for the future direction of the network are also encouraged to contact the center. Interest has been expressed in establishing a World Wide Web page for the network. Look for this as a possible next step. For further information or suggestions relating to the network, contact Dr. Ruth Wilson, Department of Special Education, Bowling Green State University, Bowling Green, OH 43403. Contact can also be made by phone (419/372-7278), fax (419/372-8265), or e-mail (rwilso2@bgnet.bgsu.edu).  相似文献   

The Cognitive and Academic Benefits of Music to Children: Facts and fiction     

Rudi Črnčec  Sarah J. Wilson  Margot Prior 《教育心理学》2006,26(4):579-594

There is considerable interest in the potential non‐musical cognitive and academic benefits of music listening and instruction to children. This report describes three lines of research relevant to this issue, namely, the effects of: (1) focused music listening on subsequent task performance (the Mozart effect); (2) music instruction; and (3) background music listening. Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children. In contrast, music instruction confers consistent benefits for spatiotemporal reasoning skills; however, improvements in associated academic domains, such as arithmetic, have not been reliably shown. Finally, background music may calm and focus children with special education needs, thereby enhancing learning. Additional research is required to determine whether this effect is evident in normal populations. Overall, evidence for the non‐musical benefits of music listening and instruction is limited. The inherent value of music and music education should not be overlooked by narrowly focusing on cognitive and academic outcomes.  相似文献   

Crowds on Hessle Road     

Laurence Benjamin 《新高考》2016,(4):32-33

A Strange Sight Strangers to Hessle Road in Hull,East Yorkshire,on a Saturday in July might be surprised to see lots of brightly dressed people running along the road,pushing prams as fast as they can.They might be more surprised to see that inside each pram isn’t a baby,but an adult who is jumping out regularly and quickly drinking a pint of beer at a pub before jumping into the pram again to continue.  相似文献