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This article is based on research into the procedures of competitive examinations for the enrolment of chancellery assistants in Milan, Venice and Bologna in the seventeenth and eighteenth centuries. The growing success of candidats from the middle classes was the result of attempts to improve the quality of the office administration as well as to reduce the influence of the aristocracy. Quality, however, was only used as a selection criterion in the beginning of the candidates’ career; not when it came to promotion. So merit and political patronage were very closely related in this kind of “mixed system”. They were not only the main characteristics of the new Italian administrative machine, but also conditioned its subsequent development. 相似文献
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Marie Huet-Gueye Myriam de Léonardis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):367-391
PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since 1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools. 相似文献
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From the 1730s to the 1760s, the Piedmontese state was characterized by an absolutist ideology supported by lawyers and administrators of bourgeois origin. They ruled the state and insisted on the primacy of public administration over private institutions. Gradually a rigid system of selection was set up based on talent and skills (excluding the notions of birth or seniority). The military schools, especially the Schools of Artillery established in 1739, played a very peculiar role as social laboratory. In fact, the whole Piedmontese army was affected by this complex phenomenon of social integration implied by meritocracy. This can even be observed within the institutions which were most concerned with rank prerogatives, such as the Royal Academy. So the military reform of 1775 was the result of a process which had been going on for quite some time in the Army. 相似文献
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In order to master the social problem of the transient beggars and vagrants, the eighteenth‐century French state promoted the establishment of hôpitaux généraux and dépôts de mendicité. These repressive institutions, bulwarks of the ‘great confinement’, fulfilled various social functions in the regional context. Comparing the findings of recent research on the inmates of these workhouses and asylums the author looks at some promising hypotheses on the nature and functions of these institutions. The numbers, geographical origins and the age and sex structure of the inmates are put into relation with the nature of the local and regional economy. It appears that both the local elites and the begging poor themselves used these institutions differently according to their specific Interests and social conditions. 相似文献
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Following Cronbach (1970) and others, it is useful to decompose test score variation into common factor, time‐specific, item‐specific, and residual components. In the traditional approach to factor analysis, only two sources of variance can be estimated: common factor variance and a uniqueness term that confounds specific sources of variation and residual error. When the same items are measured on different occasions, however, it is possible to separate specific variance and residual error. Two approaches, the first‐order approach described by Raffalovich and Bohrnstedt (1987) and a second‐order approach based on Jöreskog and Sörbom (1989; Jöreskog, 1974) are considered initially. The two approaches, although based on different rationales, both suffer a similar weakness in that two of the four sources of variance are confounded. In the Raffalovich and Bohrnstedt approach, time‐specific variance is confounded with common factor variance that generalizes across items and time. In the second‐order approach based on Jöreskog and Sörbom, time‐specific variance is confounded with residual error. Here we demonstrate that by combining features from both approaches we can eliminate these weaknesses and estimate all four of Cronbach's sources of variance, and that this combined approach is easily generalized to a wide variety of applications. 相似文献
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Yngvar Ommundsen Richard Haugen Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(5):461-474
The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students. 相似文献
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Albarea Roberto 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(1):61-72
This paper presents some of the elements which have been typical of music in different contexts and cultures, and describes an approach to musical phenomena which relates them to the intercultural and interdisciplinary dimension of lifelong education (music considered as a cultural good, an expression form, a field of creativity, an artistic production and an aesthetic experience). From the educational point of view, the aim is to form "multi-musical" individuals. In this framework are set the problem of musical identity and the need to spell out that identity in relation to stereotypes (popular music, classical music, folk music, etc.) and the differing shades of diversity. Particular attention needs to be given to the question of the universals seen in the psychology of music and the configuration of musical phenomena as structures which are organized hierarchically in several dimensions. In short, music in all its forms can help to form a dynamic, pluralist identity in the European context. 相似文献
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《Journal of moral education》2012,41(4):533-551
A brief review of the social and educational context of Hong Kong shows that the publication of the General guidelines on moral education in schools in 1981, by the Hong Kong Education Department, marked a milestone in the development of moral education. The Guidelines explicitly asserted moral education as one function of schooling, whilst also formally recognizing the home and the community as two main influences. This paper narrates how three moral sources of influence – namely Confucian‐parental, Christian‐religious and liberal‐civic – have shaped the development of moral education in Hong Kong from 1973 to 2003. It then examines in more detail: parental influence at home – the Confucian moral source in Chinese family; schooling influenced by religious sources – taking Christian schools as an example; and the Independent Commission Against Corruption as an official agency for moral education – a liberal source calling for civic morality. In conclusion, the post‐colonial emergence of nationalistic influence in the recently constituted Chinese Special Administrative Region, advocating national identity as the new core value, is traced and the implications for future moral education in Hong Kong are considered. 相似文献
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Barnet Baskerville 《Communication quarterly》2013,61(3):8-15
Arguments for the use of the practical syllogism for rules theories entail a claim that the practical syllogism represents an alternative model of man for scientific research. This analysis evaluates that claim by: (1) examining the structure of the practical syllogism and its accompanying logics; (2) comparing the logics of the syllogism with logics of human behavior; (3) identifying the contraints upon research by the action theory assumptions of the syllogism; and, (4) projecting these constraints upon three areas of substantive research ‐ mass, interpersonal, and organizational communication. 相似文献
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Sue Heath Alison Fuller Brenda Johnston 《British Journal of Sociology of Education》2010,31(4):395-411
This paper explores whether and in what ways young people's perceptions and experiences of higher education (HE) can facilitate the transmission within their social networks of social capital both upwardly (from child to parent) and horizontally (from sibling to sibling), and thus can potentially provide bridging capital to family members, especially in families with little or no prior experience of HE. It utilises data from a project that explored the embedded nature of decision‐making about HE amongst a group of ‘potentially recruitable’ adults and their wider networks. The study researched 16 networks, and the resultant sample of 107 individuals included six teenagers and 15 young people in their twenties. The paper concludes that, despite the general emphasis within existing theoretical approaches to network capital on the downward transmission of social capital, the educational experiences of younger generations can be critical in shaping the perceptions of other (including older) network members, albeit not always in ways that encourage formal educational participation. 相似文献
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In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions. 相似文献
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Gregory Thomas David Anderson Samson Nashon 《International Journal of Science Education》2013,35(13):1701-1724
The development and evaluation of science students’ metacognition, learning processes and self‐efficacy are important for improving science education. This paper reports on the development of an empirical self‐report instrument for providing a measure of students’ metacognition, self‐efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self‐regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self‐Efficacy and Metacognition Learning Inventory—Science (SEMLI‐S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations. 相似文献
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Barbara Read Becky Francis Christine Skelton 《British Journal of Sociology of Education》2011,32(2):169-183
This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small town locations. From an analysis of participants’ conceptions of the characteristics of ‘popular’ and ‘unpopular’ students, this paper looks in depth at notions of in/authenticity and how it is perceived and judged in relation to the self and others. In particular, the paper focuses on the genderedness of such discourses of in/authenticity as constructed by these students, and relates such concerns to theorizations of ‘impossible’ femininity. 相似文献
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A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self‐regulation in chemistry learning. A 3×2×2 MANOVA revealed “nation” as having the largest major effect on these variables. The American group scored higher in most of the motivational and self‐regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. 相似文献
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