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This article describes the emergence of the field of adult Jewish learning and the need for research in this burgeoning aspect of contemporary Jewish life. The authors describe the context in which the upsurge of adult Jewish learning has occurred, drawing attention to the absence of systematic data collection about programs, funding structures, or long-term impacts. They review existing research about adult Jewish learners, learning experiences, and teachers, and identify three categories (and numerous questions) for future research: (1) the purposes of adult Jewish learning; (2) adult Jewish learning settings, subject matter, and methods of instruction; and (3) underrepresented groups in adult Jewish learning programs. 相似文献
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Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects. 相似文献
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Reschly DJ 《Journal of learning disabilities》2005,38(6):510-515
A broad consensus has been achieved regarding the importance of early primary and secondary interventions for children in academic domains for the purposes of improving overall academic competencies and preventing low achievement that often leads to a diagnosis of specific learning disability (SLD) and long-term special education placement. The characteristics of effective prevention programs generally are well established. The degree to which these programs prevent SLD is uncertain, and the subsequent procedures for determining SLD eligibility are very much at issue. Issues are discussed regarding what should be done about SLD identification after primary and secondary intervention efforts are proven inadequate for individual children. 相似文献
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The article provides an overview of the development of teaching science in Hungary during both the time of the dual monarchy and the newly established independent Hungary after 1920. The integration of Hungary into the Austro-Hungarian Monarchy (1867–1918) strengthened the effect of German speaking European science, the results of which were quickly channelled into the Hungarian school system at all levels. The Hungarian Academy as well as the University of Budapest (today Eötvös Loránd University) played a leading role in the ?nationalization” of European science in the educational system. Scientific developments in Hungary strengthened the position of rational and secular thinking in a highly religious society and contributed to the erosion of the mental power of the church tradition, particularly that of the Roman Catholic Church. Toward World War I, influenced by the Protestant Churches, the Jewish tradition, and agnosticism, the public picture of science became more international, occasionally ready to consider challenges of the accepted world view, and sometimes less dogmatic. Leading Hungarian figures with an international reputation who played a decisive role in making science part of Hungarian thinking included the physicists Baron Loránd Eötvös and Sándor Mikola, the mathematicians László Rácz and George Pólya as well as a host of others in related fields. Emigration, mostly Jewish, after World War I, contributed to the curtailment of efforts to teach science effectively as some of the best people left Hungary for, mostly, Germany, Britain, and the United States. However, the interwar school system, the Hungarian version of the German Gymnasium, continued to disseminate scientific thought in Hungarian education. Much of the information was foreign and appeared simply in translation—but an impressive array of indigeneous scientific results paved the way to a larger educated middle class then in the making. 相似文献
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Nosisana Mkonto 《Africa Education Review》2018,15(2):16-31
This article explores first-year students’ motivation for attending peer-facilitated learning (PFL) sessions at a University of Technology, and how they benefit from it. Studies have shown better academic performance for students attending PFL sessions; however, little attention has been dedicated to questioning what else outside of subject knowledge is being disseminated during these sessions; what motivates students to attend these sessions; and what students benefit from attending these sessions. Research has revealed that the majority of first-year students experience challenges with the transition between high school and university. Consequently, first-year experience has become the focus of higher education institutions worldwide. This situation calls for an effective intervention programme such as PFL to assist first-year students with the challenges of transition. The findings of this study contrary to popular literature that highlights academic success as the focus of PFL, revealed that students demonstrate a strong inclination to soft skills and social interactions as the main motivation for attending PFL sessions. This calls for a re-evaluation on how PFL support should be organised especially for first-year students. 相似文献
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Research Findings: Children learn most of their vocabulary incidentally, by hearing words used in their environment. This study explored which kinds of presentations of words, without any direct instruction, yielded greater depth of target word knowledge. Changes in 56 kindergartners’ depth of knowledge for each of 23 novel target words (N = 1,288) based on presentation in 1 of 3 conditions (read-aloud, teacher conversation, or both read-aloud and conversation) were explored and compared to control words that were never presented. A 2-level, cross-classification analysis modeled the postintervention score for each word for each child. Children’s word meaning knowledge improved most when words were presented via combined conversations and read-alouds. Vocabulary gains for words presented via conversations differed across classrooms. Practice or Policy: Both teacher conversations and read-aloud presentations of target vocabulary should be used together. Professional development for teachers’ effective vocabulary conversations may be needed. 相似文献
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Lynn Davies 《比较教育学》2011,47(2):157-180
This paper examines capacity development in education in fragile contexts. This is a current concern for donors and development partners, but there has been little work on the nexus between capacity, education and fragility. The paper examines the concept of fragility and the particular problems in education associated with fragile contexts. The key argument – and tension – is that the focus should be on restoring state functions, yet this may be in a context of severe difficulties for donor agencies or NGOs of aligning with the government. The paper outlines some of the choices to be made in deciding on a focus for capacity development in education, examining the levels for intervention (individual, organisational, cultural and political) and the different sectors (administration and education institutions). It provides examples of the different sorts of areas in capacity development in education arenas that would address specific features of fragility, but draws attention to the need for research and indicators of the different impact of these strategies. The paper concludes with an analysis of what appears to be necessary to ensure that capacity development efforts are sustainable. 相似文献
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Chin-Hsiu Tai Shian Leou Jeng-Fung Hung 《美中教育评论》2014,(5):325-331
This study investigated the intellectual structure of research into the instruction of mathematics by identifying the most influential scholars and the most important publications using bibliometric analysis and tag cloud analysis. We analyzed 33,021 citations in 1,016 articles published in Science Citation Index （SCI） and Social Sciences Citation Index （SSCI）journals in the field of mathematics instruction between 2002 and 2011 in order to create a knowledge map. The results of this mapping were used to identify the direction of research into the instruction of mathematics, providing a valuable tool for researchers seeking to access the literature in this area. 相似文献
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Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? 总被引：1，自引：1，他引：0
Avi Kaplan 《Educational Psychology Review》2008,20(4):477-484
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the
concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles,
I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general,
abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three
concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of
self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining
conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify
self-regulation. 相似文献
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This article explores the role of state education agencies in three states that have embarked on ambitious kindergarten through Grade 12 (K–12) virtual learning initiatives: Alabama, Florida, and Idaho. Subject to a rapidly changing environment influenced by factors beyond the jurisdiction of many state departments of education, the world of virtual K–12 education is relatively unregulated and fluid. Case studies describing the virtual learning initiatives of several states suggest that few, if any, state education agencies are currently equipped to regulate the rapidly growing number of independent for-profit and nonprofit organizations delivering online learning options. 相似文献
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Stephen J. Ball 《Cambridge Journal of Education》1999,29(2):195-206
This paper considers Labour's education policy portfolio in two loosely related ways. Firstly, I argue for the need to see the policy continuities between the Conservatives and Labour in an international context and to suggest that in a sense Labour's policies are not specific to Labour at all; they are local manifestations of global policy paradigms. Secondly, I begin to sketch out an argument which suggests that in one key respect Labour's policy thrust is contradictory in its own terms. That is, the over‐riding emphasis on education's role in contributing to economic competitiveness rests on a set of pedagogical strategies the effects of which are actually antithetical to the needs of a ‘high skills’ economy. This contradiction arises in part from an inherited, and ultimately self‐defeating, impoverished view of ‘learning’. I shall also point to some of the effects of performativity in relation to teaching and learning 相似文献
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Christian Sandbjerg Hansen 《History of education》2013,42(6):806-822
In this paper, police files and court cases from the Copenhagen City Court from the late 1930s are used as a window into the ways in which the living conditions and everyday life on the street unfolded among ‘prostitute’ women in poor inner-city neighbourhoods. Bourdieu’s notion of habitus is employed to analyse the social conditions under which the women became ‘prostitutes’, and the tricks of the trade that it was necessary to learn in order to ‘work the streets’ in poor inner-city neighbourhoods in a transforming Copenhagen in the 1930s. 相似文献
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适用对象: 小学英语教师三角式学习,学生寄快乐于学习,老师也获得收益,两者相得益彰。 相似文献