Educational Transfer of Sorts: The American credit system with Chinese characteristics     

MICHAEL AGELASTO 《比较教育学》1996,32(1):69-94

The credit allocation system, a prevalent element of American higher education, is designed to further general education. This paper assesses the success of transferring this American component into a Chinese context. After a general discussion of higher education and credit systems in their American and Chinese environments, the paper presents a case study. It explores from both a cultural and pedagogic perspective the employment of the credit system at Shenzhen University in southern China. Cultural, environmental and structural factors contribute to the transfer's ineffectiveness. Without systemic and structural changes, the educational reforms discussed will be unlikely to accomplish their stated goals of active learning and individualistic curricula. The narrowness of curriculum is likely to continue, unaffected by the credit system.  相似文献   

Research in Clinical Supervision: Revitalizing a Scientific Agenda     

MICHAEL V. ELLIS 《Counselor Education & Supervision》1991,30(3):238-251

The purpose of this article was to revitalize and disentangle common misconceptions about a scientific agenda for clinical supervision.  相似文献   

‘We Decided to Give it a Twirl’: single-sex teaching in English comprehensive schools     

MOLLY WARRINGTON  MICHAEL YOUNGER 《Gender and education》2003,15(4):339-350

This article reports the recent experiences of single-sex teaching in 31 co-educational English comprehensive schools, often implemented because of the perceived need to raise boys' achievement. Since it was often undertaken on a short-term basis, its effectiveness is difficult to evaluate, although some positive aspects were noted in some schools in terms of raised achievement levels and increased confidence and participation in class. In other schools, however, single-sex teaching appeared to have little impact on achievement levels and led to increased problems of behaviour management in boys' classes, with male bonding between male teachers and male students reinforcing the qualities associated with hegemonic forms of masculinity. The authors conclude, therefore, by suggesting that single-sex classes can provide a positive and successful experience for girls and boys where there is strong commitment from staff, a willingness to evaluate and to diffuse good practice, but crucially where gender reform strategies are in place to challenge any practices and behaviours that reinforce stereotypical gendered roles.  相似文献   

ACTION THEORY     

MICHAEL COHEN 《Philosophical Books》1977,18(3):115-117

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ESSAYS ON EXPLANATION AND UNDERSTANDING: Studies in the Foundations of Humanities and Social Sciences     

MICHAEL HAMMOND 《Philosophical Books》1977,18(3):133-134

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How Should Creationism and Intelligent Design be Dealt with in the Classroom?     

MICHAEL J. REISS 《Journal of Philosophy of Education》2011,45(3):399-415

Until recently, little attention has been paid in the school classroom to creationism and almost none to intelligent design. However, creationism and possibly intelligent design appear to be on the increase and there are indications that there are more countries in which schools are becoming battle‐grounds over them. I begin by examining whether creationism and intelligent design are controversial issues, drawing on Robert Dearden's epistemic criterion of the controversial and more recent responses to and defences of this. I then examine whether the notion of ‘worldviews’ in the context of creationism is a useful one by considering the film March of the Penguins. I conclude that the ‘worldviews’ perspective on creationism is useful for two reasons: first it indicates the difficulty of using the criterion of reason to decide whether an issue is controversial or not; secondly, it suggests that standard ways of addressing the diversity of student views in a science classroom may be inadequate. I close by examining the implications of this view for teaching in science lessons and elsewhere, for example in religious education lessons and citizenship lessons and at primary level where subject divisions cannot be made in so clear‐cut a manner.  相似文献   

THE ROLE OF RELIABILITY IN CRITERION-REFERENCED TESTS     

MICHAEL T. KANE 《Journal of Educational Measurement》1986,23(3):221-224

In discussion of the properties of criterion-referenced tests, it is often assumed that traditional reliability indices, particularly those based on internal consistency, are not relevant. However, if the measurement errors involved in using an individual's observed score on a criterion-referenced test to estimate his or her universe scores on a domain of items are compared to errors of an a priori procedure that assigns the same universe score (the mean observed test score) to all persons, the test-based procedure is found to improve the accuracy of universe score estimates only if the test reliability is above 0.5. This suggests that criterion-referenced tests with low reliabilities generally will have limited use in estimating universe scores on domains of items.  相似文献   

Structured Group Supervision (SGS): A Pilot Study     

MICHAEL P. WILBUR  JANICE ROBERTS-WILBUR  GORDON M. HART  JOSEPH R. MORRIS  ROBERT L. BETZ 《Counselor Education & Supervision》1994,33(4):262-279

The article reports the pilot study results of a Structured Group Supervision (SGS) model. The structured model of group supervision seemed superior in comparison with “control” group supervision.  相似文献   

Log-Linear Analysis: An Introduction for Researchers in Counseling     

MICHAEL N. MILONE  STEPHEN WOLK 《Counselor Education & Supervision》1980,19(3):162-172

This article serves as an introduction to log-linear analysis, a technique used in the analysis of qualitative data arranged in multidimensional contingency tables. The steps involved in log-linear analysis are presented in the context of an investigation of a personality characteristic of a group of counselor trainees. The references cited and supplemental readings allow interested readers to pursue the topic further.  相似文献   

The Company He Keeps: A History of White College Fraternities by Nicholas L. Syrett     

MICHAEL S. HEVEL 《History of education quarterly》2010,50(3):420-422

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