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991.
Catherine A. Little 《Psychology in the schools》2012,49(7):695-705
Curriculum is the framework around which much of students' school experience is structured; it represents expectations for growth and learning and demonstrates what is valued within the learning environment. The degree to which curriculum is motivating for gifted students depends in part on the individual student and how his or her goals and values align with those in the environment. This article explores the interplay between the school curriculum and the motivations of gifted students to engage with it. Key concepts include achievement goal orientation, challenge and meaningfulness in the curriculum, and boredom and interest, with attention to the interplay among all of these concepts. A summary of recommendations regarding appropriate curriculum for advanced learners is provided. © 2012 Wiley Periodicals, Inc. 相似文献
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Charles E. Sherman 《广播与电子媒介杂志》2013,57(4):397-414
Little is known in the United States of the various regional broadcasting associations. Even such basic volumes as Emery's National and International Systems of Broadcasting cover the major organizations—European Broadcasting Union, International Radio and Television Organization (OIRT), URTNA (Africa), Inter‐American Broadcast Association, and Asian Broadcasting Union (ABU)—in fewer than a dozen pages. The Journal of Broadcasting only has published materials on the first two of these. As global broadcasting over domestic channels becomes a satellite‐borne reality, this lack of information is bound to become more and more embarrassing. 相似文献
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Charles E. Feasley 《The American journal of distance education》2013,27(2):82-84
Theoretical Principles of Distance Education. D. Keegan, ed. (London: Routledge, 1993, 272 pp., $54.95). Open Learning Courses for Adults: A Model of Student Progress. David Kember (Educational Technology Publications, 1995, 271 pp.) 相似文献
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Charles M. Brunson 《Religious education (Chicago, Ill.)》2013,108(3):214-215
The objective teaching of religion in the schools is just beginning to be considered seriously. Following John R. Whitney's report in the March‐April issue, Dr. Gerard's article keeps the topic before us 相似文献
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Charles W. Harvey 《Educational theory》2010,60(2):189-201
In this essay Charles Harvey offers a worried reflection on the range, extent, depth, affects, and effects of the perpetual assessment of the person in (post)industrial nations in the contemporary world. Harvey begins his analysis by appealing to the work of Martin Heidegger, Michel Foucault, and Jean Baudrillard to provide an interpretive framework of our situation. He then focuses and concretizes these ideas through examples from his own life and, by extension, the readers. Finally, in light of Pierre Bourdieu's concept of the habitus, Harvey speculates on the implications for selfhood in the contemporary world. Throughout the essay, Harvey uses assessment procedures in higher and public education as exemplary instances of his thesis. 相似文献
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