Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
Structural Analysis, in the disciplines of Civil and Structural Engineering is a particular case in point since virtually all of the professional numerical analysis of structures is now carried out by a computer. If this is the case, we must seriously ask ourselves why we are teaching the students to carry out lengthy calculations which will never be used in practice.
The computer may be the engine of change for the syllabus content but it offers in return facilities for learning, particularly in formative assessment, unavailable before.
The student may use the computer to test various ideas about the way a structure works under various loading conditions and thereby acquire an understanding of structural behaviour which may not be available in the design office. 相似文献
“Distance learning” techniques, providing an alternative form of study based on multi‐media methods outside formal educational systems, have emerged in response to this new demand.
Within the sector of higher education the Open University of the United Kingdom is one of the most comprehensive distance learning systems.
Many requests have been made to the University for information on distance education and for advice and assistance in establishing similar ventures elsewhere. In response to these developments the University Senate has created recently a Centre for International Co‐operation and Services (CICS).
We give below information on the main functions of this Centre within the framework of the Open University activities. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
— the contribution of educational establishments to the actualization of engineers' technological knowledge.
— the participation of industry in the precise definition of curricula.
— the contribution of engineering education to the industrial growth of developing countries. 相似文献
One hundred and eighty subjects took part in the study. They were assigned to two experimental, two control and one Hawthorne control groups. Experimental subjects participated in enrichment activities held outside the school. Control subjects were not given these activities while the Hawthorne control group was taken out on excursions unrelated to their science lessons.
The Cooperative Science Test (COST) was used to assess the acquisition of science concepts while science achievement was based mainly on school science examination scores.
The results indicated that the experimental subjects showed significantly greater improvement in concept attainment and science achievement. Correlations between science concept attainment and science examination scores were positive and significant.
The study concluded that participation in enrichment activities relevant to school science would improve science achievement. 相似文献
Ten countries ‐ Bulgaria, Cuba, Czechoslovakia, German Democratic Republic, Hungary, Mongolia, Poland, Romania, USSR and Vietnam participated in the work of the Conference.
The forthcoming issue of the international journal of the socialist countries Sovremiennaja Vysza Shkola (Contemporary Higher Education) published in Warsaw will be devoted to the works of this Conference.
We give below information on the main problems discussed during this meeting. 相似文献
A 1981 reform extended the period of training to three years, but lower‐ and upper‐Secondary training, at University level, are still separate. A greater unity is desirable.
Three principles which should underpin all training are: a planned continuation into in‐service training, the development of practice‐oriented research, and (to allow of flexibility) a unit‐based approach. The length of study is important, since it has implications for maturation.
Finally, the author examines in turn each element in the range of skills, aptitudes and attitudes needed by the student teacher. 相似文献
By mid-1986, there were 12 special schools catering for some 2,000 pupils; intellectually disabled, educationally subnormal, hearing impaired, visually handicapped, cerebral palsied and multiple handicapped. All these schools are run by Voluntary Associations with Government support in terms of funds, buildings and some teachers.
However, an analysis of prevalence figures indicates a possible shortfall in the numbers of disabled children actually attending special schools, and an over-concentration of these schools in one part of Singapore which might deter some parents from sending their children to the appropriate special school.
One major improvement in the quality of Special Education has been the systematic training (since 1984) of the unqualified Association teachers at the Institute of Education on the Certificate in Special Education Programme.
However, there would still seem to be a need for more therapists and para-professionals to support the services offered in the special schools. 相似文献
The system is aware of the need to promote a real change in the pedagogical‐educational approach to teaching and learning, and recent reforms have implemented structural innovations and have required changes in the teachers’ roles and functions.
The new professional profile of the teacher points out the need for initial and in‐service education and training; given the insufficient provisions available, in 1979 the Ministry of Education, in cooperation with OECD, has initiated a project for introducing PRESET pilot projects in a number of Italian universities.
The MPI/OECD Project has gone through a four‐phase preparation process, including a background report, a national seminar, feasibility studies, planning of pilot projects.
The basic ideas were to improve the scientific/cultural and methodological preparation of teachers: curricula of study must ensure an appropriate balance between scientific knowledge in a subject‐matter or in a discipline area and educational studies. Teaching practice is considered as essential all through the course of study.
Starting November 1983 the University of Bologna will start a PRESET course of study for primary school teachers as a joint activity between the Faculty of Education and the Faculty of Sciences.
Other projects are on study at other universities. 相似文献
In designing the summative scales to obtain student feedback, four conditions were seen as important for achieving a system acceptable to both lecturers and students. These conditions—length of scale, time to complete the scale, face validity of the scale and the acceptability of the procedures used to distribute the scales, together with the context within which teaching takes place at the Institution, provided constraints to the design of the summative scales.
Following 98 lecturing and 43 course evaluations, the scales were subjected to a principal factor analysis. This analysis showed that the items most strongly related to overall teaching effectiveness, as assessed by students, included the lecturer's ability to communicate ideas and information and to stimulate interest in the subject.
By pooling student ratings from different teaching situations for any one lecture, a Teaching Performance Profile was prepared. This profile increased the reliability and validity of the information obtained. At the same time it provided a summary suitable for combining with the evaluative . information from the other three sources in making a judgement as to the individual's level of teaching competency. 相似文献
It is considered a serious diagnostic‐prognostic error to forecast the end community at any early period in time within the developmental cycle of any individual.
For the moderately mentally handicapped the provision of the school, the half‐way centre and the sheltered workshop must still be deemed the result of community project effort rather than the just responsibility of central political institutions. 相似文献
Below are presented the main types of courses which have been set up in accordance with the above‐mentioned aim. 相似文献
The participants put more emphasis on the removal of obstacles to existing forms of links between universities than on seeking new ways of inter‐university co‐operation.
Two papers were presented during the conference:
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“Necessity and evolution in the European Scientific Community” by Professor Zygmunt Rybicki, Rector of Warsaw University;
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“Difficulties in European Inter‐University Co‐Operation” by Professor Jean Tuscoz, President of Nice University.
The Bureau of CRE prepared a report “The Declaration of Helsinki and the Universities in Europe”, on which the information below is based, It gives an idea of the present state of development of relations between universities in Eastern and Western Europe. 相似文献
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Professor György Adam (Hungary), Rector of Budapest University;
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Professor Gunnar Adler‐Karlsson (Sweden), Roskilde University;
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Professor Hélène Ahrweiler (France), President of the University of Paris I;
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Professor Johan Galtung (Norway), Director General of the Inter‐University Centre of Post‐Graduate Studies in Dubrovnik;
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Dr. Stefan Kwiatkowski (Poland), Deputy Director of the Institute of Science Policy and Higher Education in Warsaw;
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Professor Mircea Malita (Romania), Bucharest University,’ Counsellor to the President of the Socialist Republic of Romania;
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Professor Manfred Nast (GDR), Secretary to the Council of Higher Education Institutions of the German Democratic Republic;
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Professor James A. Perkins (USA), Chairman of the International Council for Educational Development (ICED);
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Professor Branko Pribicevic (Yugoslavia), Belgrade University;
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Professor Ludwig Raiser (FRG), President of the Standing Conference of Rectors and Vice‐chancellors of the European Universities (CRE);
Professor Yuri Zhdanov (USSR), Rector of Rostov University.
Also at the meeting were observers and representatives from the United Nations Development Programme (UNDP), Council of Europe, International Association of Universities (IAU), the European Cultural Foundation and Association des Universités Partiellement ou Entièrement de Langue Frangaise (AUPELF).
The meeting was opened by the Representative of the Director General of UNESCO, Mr. René Ochs, Director of the Division of Higher Education and of Training of Education Personnel.
H.E. Mrs. Suzana Gddea, Minister of Education and Learning of the Socialist Republic of Romania, addressed the meeting during the inaugural session on behalf of the Romanian Government.
We give below a summary of the discussions. This is not an official report of the meeting. (For further information on this meeting and its follow‐up see page 32 in this issue.) 相似文献
The Marxist‐Leninist view is that the quality of the teacher is central to the educational process. Consequently, the initial and in‐service training of the teacher are of paramount importance, and the Czechoslovak system aims at an integrated approach to the entire process. In this process, acquisition of ideological, as well as professional, maturity, is seen as essential. Equally, the teacher must master his chosen discipline (s) in the scientific sense.
Additionally, it is important that the teacher be able to participate actively in the community—in, for example, family education, health care and concern for the environment.
Against this background of goals, the author outlines the Czechoslovak institutional provision for initial training, conditions for enrolment and the process of obtaining a post, before providing an in‐depth examination of the country's provision of in‐service education. A final section emphasises the position of the teacher in society, and specifically in socialist society. The teacher is, quite simply, a key figure and teacher education has to be built around this fact.
Svatopluk S. Petrá?ek is Professor of Education and Director of the European Centre of the Charles University for Further Education of Teachers. 相似文献
The article, sent to us by Mrs. Wiederkehr‐Benz, is meant to provide the reader with some complementary information concerning the situation of women in higher education in Switzerland, The article stresses the consequences of early socialization, and later role‐conflicts in performance oriented system of higher education. Similar lines of thought have also been expressed in the articles on the Netherlands and FRG.
Mrs. Wiederkehr‐Benz is a psychologist attached to the"Psyahologische Studentenberatungsstelle” (Centre for Student Counselling), of Zürich's institutions of higher education. 相似文献
Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform.
The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states.