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1.
Summaries

English

In this article, which is based on a paper read at the International Institute for Educational Planning, Paris in July 1979, we shall first review the impact of science curriculum development on Third World countries and the effect of Western science education on those changes.

We shall then outline some of the ways of thinking that the pupils of different cultures bring to school that appear to differ from, or even to conflict with Western scientific modes of thought.

This will lead us to an analysis of the factors responsible for the predicament in science education today. In the light of this analysis we shall suggest some courses of action for the future progress of science teaching in the Third World.  相似文献   

2.

Although the connection between clearing and student performance has not been extensively researched, some academic staff have been concerned that clearing students might be less well qualified and less committed to their programme of study than those who applied earlier in the year. Taking a cohort of 425 students who entered a social science programme at a new university, this article investigates the nature of student and institutional decision-taking during the 'clearing' period and considers the impact of late decision-taking upon student performance during the first year of their studies. Interviews with admissions staff investigated whether the pressures of the clearing period left sufficient time for careful decision-taking by the students and by the institution since it has been suggested that successful performance comes from students whose expectations match those of the programme of study. Whilst clearing students were similar to earlier applicants in terms of gender, age and 'A' level scores, their reasons for entering through clearing differed considerably and these different categories of clearing students experienced wide variations in their progression rates. Some clearing students achieved high progression rates, indicating that they were able to make effective choices even under pressure, and the article suggests that the policy implications of this finding should be carefully evaluated.  相似文献   

3.
REVIEW SYMPOSIUM     
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4.
The aim of this review was to explore the pharmacological activity of early tracheophytes (pteridophytes) as an alternative medicine for treating human ailments. As the first vascular plants, pteridophytes (aka, ferns and fern allies) are an ancient lineage, and human beings have been exploring and using taxa from this lineage for over 2000 years because of their beneficial properties. We have documented the medicinal uses of pteridophytes belonging to thirty different families. The lycophyte Selaginella sp. was shown in earlier studies to have multiple pharmacological activity, such as antioxidant, anti-inflammatory, anti-cancer, antidiabetic, antiviral, antimicrobial, and anti-Alzheimer properties. Among all the pteridophytes examined, taxa from the Pteridaceae, Polypodiaceae, and Adiantaceae exhibited significant medicinal activity. Based on our review, many pteridophytes have properties that could be used in alternative medicine for treatment of various human illnesses. Biotechnological tools can be used to preserve and even improve their bioactive molecules for the preparation of medicines against illness. Even though several studies have reported medicinal uses of ferns, the possible bioactive compounds of several pteridophytes have not been identified. Furthermore, their optimal dosage level and treatment strategies still need to be determined. Finally, the future direction of pteridophyte research is discussed.  相似文献   

5.
Abstract

Considerable attention has been given to the relationship between socio-psychological adjustment In college and scholastic success. However, the results have not been consistent and our knowledge is in an early stage. The present study utilizes peer-ratings of adjustment by student leaders who were familiar with 180 college freshman subjects. The results are consistent with the consensus of earlier studies, which indicate little confidence In either sociability or emotional adjustment as factors In school achievement. The authors suggest that conformity, motivation and organizational effort may be more promising variables.  相似文献   

6.
SYNOPSIS

High-quality parental caregiving promotes children’s development from their day of birth or even earlier. Whether there are ways to predict, and ultimately enhance, parental caregiving quality during the prenatal stages of development has been less well understood. This circumstance is even truer when things do not go according “to plan.” In this commentary, we explore two possible scenarios, perhaps unexpected for expectant parents, that can affect children’s development: (1) postpartum parental displays of atypical behaviors and parental caregiving strategies (i.e., maternal/paternal depression) and (2) postpartum child displays of atypical behaviors (i.e., autism spectrum disorder).  相似文献   

7.

In this article, the author analyzes the assumptions people make about culture and curriculum and asks what prevents the idea of culture-based curriculum from making radical changes in Native American schooling. She attributes the segregation of "culture" from "academic" curriculum to an internalization of colonial structures. In this scenario, "culture-based" (Native American)curriculum is superimposed on a curriculum that is already based in culture (Western European.) She discusses some of the ways a static notion of culture is played out at one tribal school and what the implications of these hegemonic practices are. Further, she discusses some classroom practices that refuse an essentialist definition of "Ojibwe" culture as a basis for curriculum and instead act to engage students in the process of making meaning in their classroom. It is suggested that by thinking of culture as creating relationships and meaning, we shall be able to move beyond the destructive dichotomy that associates intellectual rigor with Whiteness.  相似文献   

8.
BackgroundSubstance abuse has been prevalent among caregivers involved in child welfare and is a major barrier to their achieving favorable outcomes. Family Treatment Drug Courts (FTDCs) have been viewed as one of the most promising interventions but research has reported mixed effects on child welfare outcomes. No meta-analysis was conducted to synthesize the findings to reach a more generalizable conclusion.ObjectiveThe meta-analysis synthesized findings from existing evaluations to examine whether and to what extent FTDC participants achieved better reunification and safety outcomes than non-participants.Participants and SettingAmong 17 identified studies dated from 2004 to 2018, the pooled sample subjects in the intervention and comparison groups were 3402 and 3683 for the 16 studies on reunification outcomes, and 842 and 632 for the eight studies on child safety outcomes.MethodsWe first estimated the FTDCs’ pooled effects on child reunification and safety outcomes. Furthermore, we conducted a series of subgroup meta-analysis to compare FTDCs’ effects across study and program characteristics.ResultsSubjects participating in FTDCs were substantially more likely to achieve reunification (OR = 1.75, 95% CI = 1.38, 2.22) without increasing the risk of subsequent foster care reentry or maltreatment re-report. Subgroup meta-analysis suggests factors such as research design, FTDC model, observation length, publication type and period may contribute to FTDCs’ disparities on reunification outcomes.ConclusionsThe synthesized findings strengthen evidence for the implementation and expansion of FTDCs for serving substance abusing caregivers in the child welfare system.  相似文献   

9.
Conclusion Change is not an abnormal or even intermittent state in education. It is an essential and permanent part of any system. True, the rate of change may be greater or less at different times but it is always present in some measure. Change at the present time in English education is rapid and, if a mere list is to be avoided, some of the trends and developments have to be omitted from a short account. Partly the movement is a reflection of the rate at which society as a whole is changing, partly the result of a belief that the system as at present constituted does not entirely meet the needs of contemporary society, even less the society of the future in which the children now at school will be adults and earn their livings. We shall have to run quite fast to stay in the same place. We shall have to run even faster if we want to get anywhere else.
Neue Tendenzen und Entwicklungen im Primar- und Sekundarschulwesen in England
Tendances et developpements recents dans l'enseignement primaire et secondaire en Angleterre
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10.
ABSTRACT

The reform movement embracing charter schools is based largely on the promise that these autonomous schools will out-perform public schools plagued by bureaucratic administration-an expectation reflected in the federal NCLB law. However, the many state-based reports have been mixed, and previous national studies have suffered from serious methodological shortcomings. In a multi-dimensional analysis of a large and comprehensive dataset, we found charter elementary schools performing at a level beneath those of non-charter public schools, even after accounting for differences in student demographics and school location. In view of this and previous studies, the best current estimate of the performance of charter schools is that any academic advantage is negligible, isolated, or even negative relative to achievement in non-charter public schools. Implications regarding the premise of the federal law are considered. doi:10.1300/J467v01n03_07  相似文献   

11.

In the last twenty years researchers have studied students’ mathematical and scientific conceptions and reasoning. Most of this research is content‐specific. It has been found that students often hold ideas that are not in line with accepted scientific notions. In our joint work in mathematics and science education it became apparent that many of these alternative conceptions hail from the same intuitive rules. We have so far identified two such rules: ‘The more of A, the more of B’ and, ‘Everything can be divided by two’. The first rule is reflected in students’ responses to many tasks, including all classical Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.), in all tasks related to intensive quantities (density, temperature, concentration, etc.), and in tasks related to infinite quantities. The second rule is observed in responses related to successive division of material and geometrical objects, and in successive dilution tasks. In this paper we describe and discuss the first rule and its relevance to science and mathematics education. In a second paper (Tirosh and Stavy, in press) we shall describe and discuss the second rule.  相似文献   

12.
In this article we consider the difficulties of children who have a specific reading comprehension problem. Our earlier work has shown that good and poor comprehenders differ, in particular, in their ability to make inferences, integrate information in text, understand story structure, and monitor their understanding. We outline some studies that illustrate the poor comprehenders' problems and present two studies that use a comprehension-age match design to explore the direction of causality between comprehension skill and other abilities. We also present data from the first and second stages of a longitudinal study, when the children were 7 to 8 and 8 to 9 years old. Multiple regression analyses show that a number of factors predict significant variance in comprehension skill even after "general ability" factors such as IQ and vocabulary have been taken into account. These findings suggest that, not only can children have comprehension problems in the absence of word recognition problems, but that distinctly different skills predict variance in word recognition and variance in comprehension. The data support the view that single-word reading skills and the ability to build integrated text representations make independent contributions to overall reading ability. We discuss the implications of these findings for our understanding of children's problems in text comprehension, for deaf readers, and for remediation.  相似文献   

13.
ABSTRACT

Reading Recovery is one of the most researched literacy programs worldwide. Although there have been at least 4 quantitative reviews of its effectiveness, none have considered all rigorous group-comparison studies from all implementing nations from the late 1970s to 2015. Using a hierarchical linear modeling (HLM) v-known analysis, we examined if effects differed in the United States versus other nations, if experiments yielded larger effects than quasi-experiments, if the effects changed over time, and if the type of outcome mediated the impact estimates. We also considered the sustained effects of the intervention. After reviewing 203 primary studies, we identified 16 that met our criteria, such as treatment fidelity and experimental or high-quality quasi-experimental design. Based on a random effects model, the estimated overall effect was .59, with larger effects for outcomes based on the Observation Survey (Clay, 2013 Clay, M. M. (2013). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann. [Google Scholar]), and stronger effects in certain literacy domains, such as text reading, print knowledge, and general literacy. Although United States studies produced a larger point estimate (.61) compared to other countries (.52), and experiments (.69) yielded a larger estimate than quasi-experiments (.43), neither difference was statistically significant. Overall, effects did not change over time, but effects based on the Observation Survey did improve significantly from earlier to later studies. We also found that the long-term effect may diminish, but there were too few studies to estimate the sustained impact with confidence. The .59 overall effect places Reading Recovery in the top 10% in terms of impact of early literacy programs reviewed by the What Works Clearinghouse.  相似文献   

14.
Abstract

High‐School drop‐outs are viewed problematically in North American society. Investigations of their out of school experiences have not, however, figured prominently in the research agenda on drop‐outs. Responding to this gap in the literature, we present a case study of Canadian drop‐outs that focuses upon the psychological and social effects of early school leaving. The findings indicate that while dropping out of school does result in stress, our respondents have been neither psychologically destroyed by their experiences nor politicalized by them. This pattern is then explained in terms of the resources and networks available to them, as well as their continuing attachment to conventional beliefs about school, work and unemployment. Finally, we compare our findings with those from other recent studies of marginal young people.  相似文献   

15.
“And the shoemaker was not allowed by us to be a husbandman or a weaver, or a builder–in order that we might have our shoes well made.”

Plato, Republic, Book II.  相似文献   

16.

Friedrich Eberhard von Rochow (1734-1805) - squire, educational reformer, writer of textbooks and agricultural innovator - tried in the true spirit of Enlightenment to impart the concept of reason to the people, especially countryfolk. In Rochow's view, the rural population's situation had to be improved materially as well as intellectually in order to alleviate the misery of wide sections of the population and thus to achieve an improvement of public welfare. His Enlightenment interest was primarily aimed at pedagogical reforms in order to teach children in the rural communities "how to think" and - influenced through a moral-philosophical thinking at that time - to lay the foundations for moral judgement in their minds. The article deals with the question of what influence Rochow's pedagogical thoughts and school reforms had on other school projects of the Enlightenment. Taking the development of the School of Industry (1788-1811) in Hamburg as an example, I shall take a closer look at the transfer to urban areas of the educational ideas that originally related to the rural space. The development of the School of Industry highlighted the fact that Rochow's pedagogical thoughts could not simply be transferred to the urban space, even though the problem of poverty and a new work ethic had initiated the reform projects in both areas. The different life worlds of city and countryside and, especially, the specific situation and living conditions of the urban underclasses had to be considered for the institutional, organisational and curricular formation of the school project in the city.  相似文献   

17.
ABSTRACT

When we consider the kinds of knowledge that teachers have (and need), we should pay attention to that much-undervalued category, the knowledge that we have of our students - of their lives and identities beyond the school gates as well as what happens in the classroom.  相似文献   

18.
ABSTRACT

Since gratitude is a significant pro-social quality or virtue, it might be (and has been) considered of some educational concern. However, while it clearly needs to be understood as a response that is in some sense required or owed towards benefactors, gratitude would hardly seem genuine unless it is freely and perhaps joyfully given – perhaps on the basis of some specific grateful emotion. Despite some academic appreciation of tension between these aspects of gratitude, the psychological and normative implications of what we shall call here the ‘paradox of gratitude’ for its learning or acquisition have been less thoroughly explored. Following some consideration of rival educational perspectives on this tension, this article argues that the best route to its resolution may be to surrender the idea of a distinct pro-social emotion or sentiment of gratitude.  相似文献   

19.
Researchers are increasingly recognising the connections between early childhood educators’ well-being and their capacity for providing high quality education and care. The past five years have seen an intensification of research concerning early childhood educators’ well-being. However, fragmentation along conceptual, contextual and methodological lines makes it difficult to clearly identify the most effective focus for future research. The purpose of this article is to identify trends in, and implications of recent research concerned with educators’ well-being. Attention is given to ways recent studies address concerns raised in a review of earlier literature (Hall-Kenyon et al. in Early Child Educ J 42(3):153–162, 2014, doi: 10.1007/s10643-013-0595-4), and what implications recent studies have for future research efforts concerned with educators’ well-being.  相似文献   

20.
《欧洲教育》2013,45(1):107-127
In the present phase of international development the activity of international organizations and associations is growing in importance. For a number of years now in the economically developed capitalist countries of Western Europe, attempts have been made to carry out certain activities in vocational education on a joint or mutually coordinated basis. In the following we shall take a look at what results have been achieved in this respect in the "European Community" and what limits are imposed on capitalist integration. (1)  相似文献   

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