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Research in Science Education - This study explores the role of domain-specific knowledge in students’ modeling practice and how this knowledge interacts with two domain-general modeling... 相似文献
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Jean-Jacques Ducret 《Prospects》2001,31(2):149-160
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This paper presents an evaluation of technical secondary education in Togo and Cameroon from the labor market perspective using tracer study data. Individuals face great difficulties in finding a job following training and the most common strategy used to avoid unemployment is to secure work in the informal sector. However, informal sector jobs provide low earnings and there appears to be a large discrepancy between an individual's expected earnings and actual earnings. One solution is to stimulate, and to enhance the role of, informal training through apprentice training centers. 相似文献
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Dr. Gail Ruppert Houle 《Early Childhood Education Journal》1996,23(4):197-200
The field of special education has primary responsibility for providing specialized services to young children with disabilities
in the schools. Increasingly, it is recognized that many disabilities identified among young children may be attributable
to environmental variables, such as violence, poverty, toxic materials exposure, and family dysfunction. Issues of violence
hold particular relevance for special education professionals. Recent studies report that young children with disabilities
are 1.7 times more likely to be victims of maltreatment than children without disabilities. For children with disabilities
living with the effects of violence, the infrastructure of special education as it is now developing may be the most promising
approach to individual and systems intervention. Comprehensive community-based initiatives are replacing fragmented practices.
The new collaborations can multiply the results of intervention or support programs beyond those attainable through any single
approach.
Views expressed in this article are solely those of the author and do not reflect policies of the U.S. Department of Education. 相似文献
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This paper summarises the key developments in university-industry relations in France in recent years. The overall trend is seen to be one in which there has been a movement away from dependence on the state and towards a diversity of the types of co-operation between firms and institutions of higher education. 相似文献
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Jean-Jacques Paul 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):611-627
In France, despite efforts on the part of the authorities, grade repetition continues to be practised in schools. Internationally, there is a great diversity of pratice in this area, both in Europe and in the rest of the world. In European countries that use repetition, such as Belgium, France and Switerland, teachers affirm their confidence in the positive results of the practice. Much research, however, indicates that repetition is not beneficial to the pupil concerned. Furthermore, it is possible, using standardized tests developed by the International Association for the Evaluation of Educational Achievement, to demonstrate that countries which have abandoned grade repetition have not suffered a lowering of educational standards, nor have they incurred extra costs. One way to reduce the need for repetition would be to give teachers better information on the real potentialities of each pupil, thus helping them to practice a more individualized form of pedagogy. 相似文献
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Andreas Frey Lars Balzer Jean-Jacques Ruppert 《International Journal for Educational and Vocational Guidance》2014,14(1):119-134
This paper examines whether the subjective beliefs on their competences of 409 trainees in machinery, sales, and logistics constitute a reliable and valid way to measure transferable competences. The analysis of results attributes satisfactory to good reliability values to the assessment procedure. Furthermore, it could be shown that young people with a higher dropout risk evaluated their methodological and social competences lower than those trainees with a lower dropout risk. Therefore it may be possible to prevent early dropout from vocational training through specific strengthening of these competences as well as through individual competence-based counselling during training. 相似文献