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This article examines approaches to education developed by Georg Wilhelm Friedrich Hegel and his contemporary and close friend, Friedrich Niethammer, two thinkers who significantly contributed to pedagogy. The aim is not only to compare both thinkers' ideas concerning education, analysing the similarities and the differences between their approaches to education, but also to demonstrate the wider social impact of their educational theories for the contemporary democratic society, which demands an educational system that can accomplish seemingly conflicting tasks. Students must develop holistically as individuals and not simply memorize trivia, but at the same time must be prepared to productive labour. Both thinkers offer complex yet practical solutions to achieving these aims, which makes exploration of their ideas valuable and timely. 相似文献
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An experiment was conducted to examine the impact of background soap operas on homework performance and time. Students in grade eight (aged 14) ( n =192) did paper-and-pencil and memorisation assignments with two types of soap opera episodes in the background, or the soundtrack of soap operas, or no medium. In each condition, half of the students were observed. Results indicated that students in the television conditions performed worse and used more time than students in the control condition. No significant differences were found between the audio-only and control conditions. Observational data showed that the extension of time in the television conditions was completely due to the fact that students used time to look at the screen. Although the television did not reduce time spent looking at the task, performance did decrease, probably because the alternation of resources between homework and television led to less thorough processing of the assignments. 相似文献
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AN ITERATIVE ITEM BIAS DETECTION METHOD 总被引：1，自引：0，他引：1
HENK VAN DER FLIER GIDEON J. MELLENBERGH HERMAN J. ADÈR MARINA WIJN 《Journal of Educational Measurement》1984,21(2):131-145
Two strategies for assessing item bias are discussed: methods that compare (transformed) item difficulties unconditional on ability level and methods that compare the probabilities of correct response conditional on ability level. In the present study, the logit model was used to compare the probabilities of correct response to an item by members of two groups, these probabilities being conditional on the observed score. Here the observed score serves as an indicator of ability level. The logit model was iteratively applied: In the Tth iteration, the T items with the highest value of the bias statistic are excluded from the test, and the observed score indicator of ability for the (T + 1)th iteration is computed from the remaining items. This method was applied to simulated data. The results suggest that the iterative logit method is a substantial improvement on the noniterative one, and that the iterative method is very efficient in detecting biased and unbiased items. 相似文献
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MARINA ORSINI‐JONES 《Support for Learning》2009,24(1):27-34
This paper develops from previous research ( Orsini‐Jones et al., 2005 ) and reports on the experience of three students, two visually impaired and one blind, reading languages at Coventry University, on the adjustments made to meet their needs and on the challenges encountered on their learning journey both from their point of view and from the point of view of the staff involved. It focuses on three students' experience of their languages course and considers the challenges they met in each of their years of study. It concludes by evaluating these students' language learning journey at Coventry University, reporting on their feedback on their experience and on whether or not they feel that staff have successfully catered for their individual needs. It is argued here, as in the previous related work ( Orsini‐Jones, et al., 2005 ) that ‘there still exists some tension between the reasonable anticipatory adjustments that lecturers can put in place and the necessary ad hoc ones that will be needed for a disabled student with very specific needs’. 相似文献
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