Local organizations: Intermediaries in rural development: Milton J. Esman and Norman T. Uphoff Ithaca,New York: Cornell University Press, 1984, 391 pp., $35.00 (cloth)     

John K. Mayo 《Int J Intercult Relat》1985,9(3):341-342

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谜语猜一猜     

WJ 《英语辅导》2017,(1)

考完试啦,大家快来猜猜谜语,放松一下吧,记得叫上小伙伴一起哟。  相似文献   

Thoughts on Education.     

C W Mayo 《Bulletin of the Medical Library Association》1959,47(1):1-4

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马桶座圈——真的是你家里最脏的地方吗?     

Charlotte Pritchard  WJ 《英语辅导》2013,(2):26-29

马桶座圈背负着一个不公平的污名,那就是被认为是一般家庭中最脏的物件。但科学家们称,我们的家里其实有更为污秽的地方,有些地方还是最令人意想不到的。你会在马桶座圈上切菜吗?我想基本上所有人都说不会。但或许我们得重新考虑一下了。  相似文献   

Lifelong learning challenges: Responding to migration and the Sustainable Development Goals     

English  Leona M.  Mayo  Peter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(2):213-231

International Review of Education - The 21st century, not yet two decades old, has already seen massive migration of peoples escaping the degradation of the environment, effects of war, threats to...  相似文献   

雅典——一座充满传说的城市     

WJ 《英语辅导》2017,(2)

The Acropolis and Parthenon雅典卫城河帕提侬神庙 When people think of Greece,they think of the Acropolis.The ancient Greeks believed it to be blessed and secure them from the rest of the world.The Parthenon is located in the Acropolis.It was built to honor the Greek goddess Athena.  相似文献   

Malta's National Curriculum: A critical analysis     

Carmel Borg  Jennifer Camilleri  Peter Mayo  Toni Xerri 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(5):337-356

Malta has recently introduced a National Minimum Curriculum (NMC) for primary, secondary and post-secondary levels. The authors of this article argue that the NMC, like similar national curricula in Britain, the United States and other countries, is underpinned by a conservative ideology. They criticize the NMC for, among other things, discriminating against women, giving insufficient value to non-European cultures, and promoting a hierarchical form of education that is geared to a capitalist concept of work. They argue that the curriculum, in its present form, cannot serve to promote a genuinely democratic education.

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Zusammenfassung Malta hat vor kurzem ein National Minimum Curriculum (NMC — Nationales Minimum Curriculum) für Schulen der Primar-, Sekundar-und Post-sekundarbildung eingeführt. Die Autoren dieses Artikels argumentieren dahingehend, daß dem NMC, wie ähnlichen nationalen Curricula in Großbritannien, den Vereinigten Staaten und anderen Ländern, eine konservative Ideologie zugrunde liegt. Sie kritisieren das NMC u.a. für eine Diskriminierung der Frauen, eine ungenügende Integration nicht-europäischer Kulturen und die Förderung einer hierarchischen Bildungsform, die in ein kapitalistisches Arbeitskonzept mündet. Sie argumentieren, daß das Curriculum in seiner gegenwärtigen Form der Förderung einer wahrhhaft demokratischen Erziehung nicht dienlich sein kann.

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Résumé Le gouvernement de Malte a récemment instauré un programme minimum national (NMC) pour les cycles primaire, secondaire et universitaire. Les auteurs de l'article objectent que ce programme, comparable à ceux de Grande-Bretagne, des Etats-Unis et d'autres pays, se fonde sur une idéologie conservatrice. Ils dénoncent entre autres la discrimination des femmes, la mise en avant de la culture européenne, et la défense d'une hiérarchie pédagogique orientée vers une conception capitaliste du travail. Ils affirment que ce programme dans sa forme actuelle ne peut constituer le fondement d'une éducation véritablement démocratique.

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Sumario Malta acaba de introducir un Curriculum Mínimo Nacional (NMC) para niveles primarios, secundarios y post-secondarios. Los autores de este artículo sostienen que el NMC, al igual que otros currículos similares de Gran Bretaña, los Estados Unidos y otros países está apuntalado por una ideología conservadora. Entre otras cosas, ellos critican el NMC por discriminar a la mujer, valorar insuficientemente las culturas no europeas y promover una forma de educación jerárquica orientada hacia un concepto de trabajo capitalista. Además, opinan que el currículo en su forma actual no podrá servir para promover una educación genuinamente democrática.

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The mexican telesecundaria: A cost-effectiveness analysis     

John K. Mayo  Emile G. McAnany  Steven J. Klees 《Instructional Science》1975,4(3-4):193-236

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The king is alive! Long live the king! An adventure in story-sharing     

David McKellar  Anne Mayo 《Children‘s Literature in Education》1992,23(4):177-181

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Qualitative Differences Between Learning Environments Using Videos in Small Groups and Whole Class Discussions: A Preliminary Study in Physics     

Ashleigh Mayo  Manjula D. Sharma  Derek A. Muller 《Research in Science Education》2009,39(4):477-493

Interactivity, group learning and student engagement are accepted as key features of social constructivist learning theories. The challenge is to understand the interplay between such features in different learning environments. This study focused on the qualitative differences between two interventions—small-groups and whole-class discussions. In both interventions, three short video slices on the abstract topic ‘the physics of superconductivity’ were interspersed with the different discussion styles. The video slices are based on the Bruner stages. Twenty-nine first year university physics students completed a pre-test, underwent the intervention and completed a post-test. The remainder of the data were collected from student drawings, video recordings, observer notes and facilitator feedback. Results indicate that the use of the video slices in both interventions were successful in changing students’ understandings of superconductivity. However, the small groups treatment tended to facilitate questioning, meaning-making and subsequent changes of ideas more so than the whole class discussions. Implications for research and practice are discussed.  相似文献