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美国现行的教育体制构建在两个理想的前提上,一是必须保证所有的人接受基础教育,但由于各州经济状况的不同而导致基础教育发展不平衡;一是必须保证所有人都有接受高等教育的权利和机会。美国教育体制下存在公助和私助两种办学模武,他们更强调教会学生创新和独立思考,一些学校正进行改革试验,并取得了一定成效。 相似文献
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J. ADAM CARTER 《Journal of Philosophy of Education》2020,54(2):449-466
What cognitive goods do children plausibly have a right to in an education? In attempting to answer this question, I begin with a puzzle centred around Joel Feinberg's observation that a denial of certain cognitive goods can violate a child's right to an open future. I show that propositionalist, dispositionalist and objectualist characterisations of the kinds of cognitive goods children have a right to, run in to problems. A promising alternative is then proposed and defended, one that is inspired in the main by Wittgenstein's ‘hinge’ epistemology as developed in his posthumous On Certainty. 相似文献
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This paper reports a 3‐year (1999–2001) Australian study of teacher judgement of student writing. It analyses teachers' talk to discover how they arrive at such judgements. It focuses on the processes teachers use as they read and appraise student writing, as distinct from judgements recorded as numerical or letter grades. It identifies and discusses a set of data‐based indexes the teachers rely on to constitute their judgement. In so doing, the ‘global’ standard‐setting of external assessment (judging the quality of student work against stated standards), and the ‘local’ of teacher judgement (based on the richness of what teachers bring to the task) are reconsidered. This study notes how teacher judgement of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing. 相似文献
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This paper is about how teachers read student writing in the context of criteria-based assessment as it currently operates in secondary schools in Queensland, Australia. Throughout, the term 'reading' is understood to encompass responding to students' writing and assessing it for grading purposes. In the paper, attention focuses on different types of knowledge that teachers have available to them, including what is referred to metaphorically as 'knowledge files'. Of special interest are the ways in which knowledge files can be accessed to open up (or close down) pathways for reading student writing produced for assessment. Also of interest is the interplay that occurs between stated assessment criteria, as supplied to students when they commence an assessable task, and other considerations that influence how teachers read and ascribe meaning and value to student papers. 相似文献
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1我已经不记得手写体的大写字母“Z”是如何写的了。剩下的字母我写得不是歪歪倒倒就是生硬呆板,我的字总是歪七扭八地斜向各处。这并非缺乏尝试。在小学里,有些女孩让人无法容忍,她们用粉红色铅笔画一个小小的圆圈来代替“i”上那一点,我就是那些女孩中的一员。我曾尝试了各种字体,曾经有段时期我甚至花时间去练习写双层的“a”,就是那种在许多字体中出现过的有突出部分的花体字。 相似文献
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KENNETH R. THOMAS SUE A. CARTER JEAN O. BRITTON 《Counselor Education & Supervision》1982,21(3):269-273
Fifty graduate students in rehabilitation counseling were surveyed regarding their attitudes toward the Protestant Work Ethic (PWE) using the original and a modified form of the Bowling Green University Survey of Work Values. Results indicated that the students were more likely to endorse those aspects of the PWE reflecting the intrinsic value of work than those dealing with earnings, social status, and advancement. In addition, the students were found to generally hold the same PWE orientation for themselves as they did for disabled persons. 相似文献
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