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1.
Sylvain Lourié 《Prospects》1989,19(2):257-267
Entered Unesco in 1965 and held among others the following posts: Co-operative Programme World Bank; Director Educational Policy and Planning; Unesco Special Educational Adviser to six governments in Central America; Adviser attached to the Assistant Director-General for Education responsible for studies on educational futures and coordination of Unesco's Major Project on Education in Latin America and the Caribbean; Director, International Institute for Educational Planning. Since 1988, he has been Assistant Director-General for Planning, Budgeting and Evaluation, Unesco. Author of numerous articles in professional journals on economics of education and educational policy and of a book: Educational Development: Strategies and Decision-making in Central America.  相似文献   

2.
Educational planning specialist at Unesco's Regional Office for Education in Latin America and the Caribbean (OREALC). Former staff member of the World Bank and Coordinator of the Latin American educational research exchange network (REDUC), he was also Head of the Chilean Educational Planning Office (1965–70). Co-author of Development of Educational Planning Modelsand of Eight Years of their Lives.  相似文献   

3.
The paper describes part of a study whose aim was to investigate the relation between modalities of teacher training and modalities of pedagogic practice implemented in the science classroom. The study is focused on primary school context and analyses the evolution of teachers performance in terms of their acquisition of recognition and realisation rules, i.e. coding orientation, to specific scientific learning contexts.Theoretically, the study is based on Bernstein's theory of pedagogic discourse [Bernstein, 1990, Class, codes and control: Volume IV, The structuring of pedagogic discourse. London: Routledge; Bernstein, 2000, Pedagogy, symbolic control and identity—theory, research, critique (rev. ed.). New York: Rowman & Littlefield] which provided the concepts to characterise the modalities of teacher training and of classroom pedagogic practices and to analyse teachers’ evolution in terms of recognition and realisation rules. The sample was made up of four teachers and their four socially heterogeneous school classes. An action–research methodology was followed.The results suggest that the teacher training implemented was favourable to the teachers’ professional development and their competence to lead all children to a high level of scientific development. The efficiency of the training process has to be mostly attributed to the strong classification of the researcher–teachers relation and to the strong framing of evaluation criteria, selection and sequence, together with weak framing of hierarchical rules and pacing.  相似文献   

4.
Peter Williams 《Prospects》1975,5(4):457-478
In a recent issue ofProspects we published a review of the World Bank's recent publication,Education Sector Working Paper. This publication represents a major policy statement by the Bank on the subject of education and significant (not to say radical) departure from previous policies. It is a document all the more important in view of the enormous funding power of the World Bank and the undeniable influence of its policies on national governments and even on international organizations. TheEducation Sector Working Paper, which has been generally welcomed in international circles, is certainly not without its critics both in the developing countries and in the industrialized world. We feel that at a time when there is a push for examining educational policies and concepts on an international level, we can contribute to the debate by publishing some criticism and rejoinder centring around the World Bank publication, much as we did in 1973 and 1974 on the subject ofLearning to Be, the report of the International Commission on the Development of Education. In this issue, therefore, we open the discussion with an article by Peter Williams, originally written for a one-day review meeting to consider the World Bank publication, held on 19 May 1975, at the University of London Institute of Education, and which he revised forProspects. The institute hopes to publish a report of its meeting, together with the papers, before the end of this year. Peter Williams' critique seems to us to be particularly interesting because it is based on the author's disagreement with the prevailing pessimism in the world, reflected by the World Bank, on the state of education in the developing nations. As always, our readers are warmly invited to contribute their reactions in any form they choose.  相似文献   

5.
Radical Education: a critique of freeschooling and deschooling. By Robin Barrow. Pp. 207. London: Martin Robertson &; Co., 1978. £7.95 (hardback); £3.50 (paperback).

Experience and the Growth of Understanding. By D. W. Hamlyn. International Library of the Philosophy of Education. London: Routledge and Kegan Paul, 1978. £6.50.

Phenomenology and Education: Self‐consciousness and its development. Edited by Bernard Curtis and Wolfe Mays. Pp. xxvi, 150. London: Methuen, 1978. £6.95. (University paperback edition: £3.50).

Moral Education: Theory and Practice. By Meriel Downey and A. V. Kelly. Pp. ix, 226. London: Harper &; Row Ltd., 1978. Cloth £4.95, Paper £2.75.

Robert Owen as educator. By Karen C. Altfest. Pp. 191. Boston, U.S.A.: Twayne's World Leaders Series, G. K. Hall &; Co., 1977. $8.95.

Curriculum Change in the Nineteenth and Twentieth Centuries. By Peter Gordon and Denis Lawton. Pp. London: Hodder and Stoughton 1978. Hardback edition: £12.50. Paperback edition: £5.75.

The Development of an Education Service. The West Riding 1880–1974. By P. H. J. H. Gosden and P. R. Sharp. Pp. x, 273. Oxford: Martin Robertson &; Co. Ltd., 1978. £8.95.

Limits to educational change ‐ (Studies on Education in change). By Per Dalin. Pp. 112. Great Britain. The Macmillan Press in association with The International Movement Towards Educational Change. 1978. Price £8.95.

Schools and Schooling in England and Wales: A Documentary History. By Michael Hyndman. Pp. 269. London: Harper and Row, 1978. £3.95.

Two Centuries of Anglesey Schools. By D. A. Pretty. Pp. 383. Anglesey Antiquarian Society, Llangefni, 1977. £4.50.

Education in modern Egypt — ideals and realities. By G. D. M. Hyde. Pp. xx+245. Routledge and Kegan Paul, 1978. £7.95.  相似文献   

6.
Public agricultural extension services around the world are being pressured to adapt to new funding constraints and a changing agricultural sector. The global perspective on extension is no longer that of a unified public sector service, but of a multi-institutional network of knowledge and information support for rural people. This reality and its ensuing issues were discussed at an international workshop on ‘Extension and Rural Development’, sponsored by the World Bank and the U.S. Agency for International Development, in collaboration with the Neuchâtel Group, and held in November 2002 in the IFPRI headquarters in Washington, DC. One output of the workshop was the compilation of 44 edited case studies organized into sections as follows: (1) decentralization systems, (2) privatization of extension systems, (3) demand-driven approaches to agricultural extension, (4) revitalization within public sector services, and (5) national strategy and reform process. The case studies portray extension within the context of a wide rural development agenda; their composite view of extension recognizes the need for a sophisticated and differentiated set of services. From the policy standpoint it implies that governments need to act to redefine extension and implement coherent extension policies to advance pluralistic systems of extension providers. The authors believe that policymakers and extension practitioners and those in related disciplines will find the result of the World Bank/USAID/Neuchatel workshop relevant to the design of future reforms.  相似文献   

7.
In conclusion The globalization of the economy offers enormous possibilities, but in return demands significant modifications in production behaviour and training policies. Individual countries will have to make hard choices to achieve, in a rapidly changing world economy, both international competitiveness and national welfare. Original language: English Wadi D. Haddad (United States of America) Deputy Secretary, World Bank. Special Adviser to the Director-General of UNESCO on development issues, representative to the financial institutions in Washington and to the academic and development community in the United States. Ph.D. in physics and education from the University of Wisconsin. After a career as a university professor and director of research in Lebanon, Mr Haddad first entered the World Bank in 1976. He was subsequently chief adviser to the President of Lebanon (1982–84), and worked at the Center for Strategic and International Studies, Washington (1984). He rejoined the World Bank in 1987 and, in 1989, was appointed Executive Secretary of the World Conference on Education for All (Jomtien). He is the author of many books and articles on public policy, human resource development and science.  相似文献   

8.
Abstract

Down to Earth: Applying Business Principles to Environmental Management, by Forest L. Reinhardt. Boston, MA: Harvard Business School Press. 2000. Clothbound. 291 pages. $29.95. ISBN 1–57851–192–5.

Eco-Efficiency: The Business Link to Sustainable Development, by Livio D. DeSimone and Frank Popoff. Cambridge, MA: MIT Press. 2000. Paperback. 306 pages. $17.95. ISBN 0–262–54109–2.

Managing the Environment, Managing Ourselves: A History of American Environmental Policy, by Richard N. L. Andrews. New Haven, CT: Yale University Press. 1999. Paperback. 463 pages. $30.00. ISBN 0–300–07795–5.

Acting Locally: Concepts and Models for Service-learning in Environmental Studies, edited by Harold Ward. Washington, DC: American Association for Higher Education. 1999. Paperback. 214 pages. $28.50, or $24.50 for ACHE members. ISBN 1–56377–013–X.

Drowning the Dream: California's Water Choices at the Millennium, by David Carle. Westport, CT: Praeger Press. 2000. Hardback. 235 pages. $45.00. ISBN 0–275–96719–0.

Communication Skills for Conservation Professionals, by Susan K. Jacobson. Washington, DC: Island Press. 1999. Paperback. 356 pages. $27.50. ISBN 1–55963–509–6.

Environmental Connections: A Teacher's Guide to Environmental Studies, by Kathleen B. deBettencourt, Matthew Feeney, A. Nicole Barone, and Keith White, for the Environmental Literacy Council. Dubuque, IA: Kendall-Hunt. 2000. Paperback. 196 pages, plus index. $21.95. ISBN 0–7872–7105–5.

Evaluating Environmental Education, by Karel Stokking, Lisette van Aert, Wiem Meijberg, and Anneke Kaskens. 1999. IUCN Commission on Education and Communication. Available from IUCN Publication Services Unit, 219c Huntingdon Road, Cambridge, CB3 0DL United Kingdom. ISBN 2–8317–0499–5.

Facts, Not Fear: Teaching Children About the Environment (Rev. ed.), by Michael Sanera and Jane S. Shaw. Washington, DC: Regnery Publishing, 1999. Paperback. $12.95. ISBN 0–89526–293–2.  相似文献   

9.
Reviews     
Andrew Wright, Whitelands College, Another Step: Challenging Inequalities, by Margaret Robson, Andrew Gregory and Dawn Gill. Association for Curriculum Development, 1991, 297pp., ISBN 1 8540 1 045 X

Di Bentley, School of Education, Roehampton Institute, Skills for the Primary School Child: Personal and Social Education in the Primary School, a pack by the Teachers' Advisory Committee on Alcohol and Drug Education (TACADE) and the Society for the Prevention of Solvent and Volatile Substance Abuse (Re-Solv). Salford: TACADE, 1990, three booklets (57pp., 29pp., 60pp.) and thirty-three workcards, ISBN 0 905954 43 2 (set)

Brenda Hopper, Edge Hill College of Higher Education, Gender and Pastoral Care, edited by C. McLaughlin, C. Lodge and C. Watkins. Oxford: Basil Blackwell, 1991, 192pp., pb ISBN 0 63117177 0, £9.99

Shirley Lee, Roehampton Institute, Career Development for Teachers by Jim Donnelly, London: Rogan Page, 1992, 96pp., pb ISBN 0 7494 0645 3, £9.95  相似文献   

10.
During the last decade, the debate over higher education took up a significant space on the agendas of various international agencies, including multilateral development banks and other intergovernmental agencies. This fact points to the importance of the subject within a broader discussion that refers to national development projects and their articulation within the new international economic and political order. In this context, the purpose of this article is to discern the principal lines of argument at work and their implications for the transformation of higher education in Latin America. To this end, we have chosen four cases that we consider relevant for the region: The United Nations Education, Science and Cultural Organization (UNESCO), the World Bank, the Economic Commission for Latin America and the Caribbean (ECLA) and the Interamerican Development Bank (IADB). In the first part of the text we characterize the particularities of each of these organizations, highlighting their relation with the processes of educational change. In the second, we approach the subject of the recommendations made by the multilateral agencies on change in the higher education systems in the world and, particularly, in the Latin American region.  相似文献   

11.
Writers of Caribbean ancestry who live outside of the region are usually described as having dual allegiance (Caribbean/American for example). This is eminently justifiable, since there is usually a recognizable Caribbean flavour to the writing. This paper focuses on one feature of Caribbean culture incorporated in three texts: Praisesong for the Widow, by Paule Marshall, who grew up in a Barbadian environment in Brooklyn, New York; Flickering Shadows by Kwadwo Kamau, who spent his early years in Barbados and Brown Girl in the Ring by Nalo Hopkinson who spent her early years in Trinidad and Jamaica. All three writers are published in the USA (although Hopkinson lives in Canada). This paper isolates the spirit world and comments on how it is used in these texts and to what effect. Also discussed are the relative strength of cultural features and the fascination with the world of the spirits.  相似文献   

12.

A Place for Everyone: A History of State Education from the End of the Eighteenth Century to the 1970s. By Nigel Middleton and Sophia Weitzman. Pp. 506. London: Victor Gollanc2 Ltd., 1976. £7.50.

Education in Tudor and Stuart England. By David Cressy. Pp. ix, 141. Documents of Modern History Series, Edited by A. G. Dickens and Alan Davies. London: Edward Arnold, 1975. £5.95; paperback edition £2.95.

Population Growth and Educational Planning in Developing Nations. By Gavin Jones. Pp. xiv, 238. New York: Irvington Publishers Inc. (distributed by John Wiley &; Sons, Chichester), 1975. £9.20.

Education and Development in the Third World. By Richard D'Aeth. Pp. 127. Farnborough: Saxon House Studies, D. C. Heath Ltd., 1975. £4.50.

The Highest Education: A Study of Graduate Education in Britain. By Ernest Rudd in association with Renate Simpson. Pp. 198. London and Boston: Routledge &; Kegan Paul, 1975 (Direct Edition). £3.90.

The Intelligence of Feeling. By R. W. Witkin. Pp. xiv, 198. London: Heine‐mann Educational Books Ltd. 1974. £3.75.

The Philosophy of Open Education. Edited by David Nyberg. Pp. xiii, 213. London: Routledge &; Kegan Paul, 1975. £5–75.

The Gifted Child. By Cyril Burt, Pp. vii, 214. London: Hodder &; Stoughton, 1975. £2.60.

Geography in Education. By N. Graves. Pp. viii, 232. London: Heinemann (Education Books Ltd.), 1975. Paper £2.25, Cased £5–50.  相似文献   

13.
A review of
"Curricular language and classroom meanings"
(Huebner, D. 1966. In J. B. Macdonald & R. Leeper, Eds.,
Language and meaning , pp. 8–26. Washington, DC: Association for Supervision & Curriculum Development.)  相似文献   

14.
Reviews     
Fisher, Robert (1990) Teaching Children to Think .
Dennison, B and Kirk, R (1990) Do, Review, Learn, Apply .
Poster, Cyril and Krugr, Angelica ed (1990) Community Education in the Western World .
Finlayson, J ed (1990) All Our Futures: Four Studies of Development Through Education and Training .
Lowe, Roy Editor editor (1989) The Changing Secondary School .
McBride, Rob editor (1989) The In-service Training of Teachers .
Bell, Chris and Harris, Duncan editors (1990) Assessment and Evaluation: World Yearbook of Education .
Foster, Pablo (1990) Manual for Staff Development Trainers .
Hilsman, H R (1989) The New Electronic Media .
Braker, John and Tucker, Richard editors (1990) The Interactive Learning Revolution .
Mirabito, M M and Morgenstern, B L (1990) The New Communications Technologies .
Taylor, Charles (1988) The Art and Science of Lecture Demonstration Opportunities for Adults .
Jones Ken (1989) A Sourcebook of Management Simulations .
Farmer, Bob, Eastcott, Diana and Lantz, Brian editors (1990) Aspects of Educational and Training Technology XXIII: Making Learning Systems Work .  相似文献   

15.
Abstract

Triumph of the Mundane: The Unseen Trends That Shape Our Lives and Environment, by Hal Kane. Washington, DC: Island Press. 2001. Hardback. 195 pages. $22.95. ISBN 1-55963-715-3.

Voices for the Watershed: Environmental Issues in the Great Lakes-St. Lawrence River Drainage Basin, edited by Gregory Gilpin Beck and Bruce Littlejohn. Montreal: McGill-McQueen's University Press. 2000. Clothbound. 300 pages. $32.95 US. ISBN 0-7735-2003-1.

A Forest Journey: The Role of Wood in the Development of Civilization, by John Perlin. 1989, reprinted 1997. Cambridge, MA: Harvard University Press. 445 pages. Paperback. $26.50. ISBN 0-674-30892-1.

Cultural Landscapes and Environmental Change, by Lesley Head. New York: Oxford University Press. 2000. Paperback. 179 pages. $24.95. ISBN 0-340-73114-1.

ePopulation Reports. Population and the Environment: The Global Challenge, produced by the Population Information Program at the Center for Communications Programs, The Johns Hopkins University School of Public Health, Baltimore, MD.

Earth in Mind: On Education, Environment, and the Human Prospect, by David W. Orr. Washington, DC: Island Press. 1994. Paperback. 222 pages. $18.95. ISBN 1-55963-295-X.  相似文献   

16.
This paper argues that strategies for vocational education in Africa, with particular regard to rural communities, which were highlighted as a key aspect of development strategies in the '60s and '70s — such as Education for Self Reliance or the Brigades of Botswana (see Nyerere, J., 1967. Education for Self-Reliance. Ministry of Information and Tourism, Dar es Salaam; Foster, P., 1969. Education for self reliance: A critical evaluation. In: Jolly, R. (Ed.), Education in Africa: Research and Action. East African Publishing House, Nairobi, pp. 81–102) and the World Bank programmes in support of Non-Formal Education (Coombs, P., Ahmed, M., 1974. Attacking Rural Poverty: How Non-formal Education Can Help. World Bank/Johns Hopkins University Press, Baltimore) — have never been replaced with a viable alternative in subsequent years. Whatever the reasons for the failure or demise of such programmes, which aimed at linking the school curriculum to the world of (rural) work in the past, the need for careful attention to that linkage has increased rather than decreased in the interim given the overall decline in access to secondary and tertiary education and the prospects for finding alternative employment in the formal sector. The paper focuses on recent reform initiatives in South Africa and seeks to make the point that new policy, in so far as it has been shaped by global trends, has failed to engage with the specific interests of the rural poor.  相似文献   

17.
There is a substantial and persistent gap in achievement between children from different backgrounds [National Center for Education Statistics. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Government Printing Office] that can be traced to the preschool years [Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy Press], highlighting the importance of ensuring that preschools that serve low-income populations provide strong support for children's language and early literacy development. The current project sought to improve program quality in Head Start classrooms throughout New England with the Literacy Environment Enrichment Program (LEEP), an in-service intervention that was delivered in the form of a credit-bearing course. The impact of LEEP was studied using a wait-list comparison group strategy to determine whether intervention group teachers (n = 30) showed more fall–spring growth in measures of classroom support for literacy than did comparison group teachers (n = 40). Multiple hierarchical regression analyses that controlled for background measures and fall scores on classroom measures revealed moderate to large positive effects on all measures of classrooms support for language and early literacy with the exception of writing, for which only a small effect was found.  相似文献   

18.

Distance Education: A Spectrum of Studies. Edited by B. N. Koul and Janet Jenkins. (London: Kogan Page, 1990, 260 pp., £25).  相似文献   

19.
Abstract

The creation of caring classroom communities and a heightened focus on the central importance of partnerships between teachers and parents are two significant features of the revised guidelines for developmentally appropriate practices [Developmentally Appropriate Practice in Early Childhood Programs, revised ed., National Association for the Education of Young Children, Washington, DC]. This article reports findings from a study of preservice primary grade teachers’ understandings of caring in which participants developed negative, adversarial beliefs about parents during their initial field placement period. The findings in this study indicate that in order to prepare preservice teachers to meet our expectations for high quality early childhood teaching practices, we must create teacher education programs and coursework specifically aimed at developing commitments to caring community and to parent partnership.  相似文献   

20.
Abstract

A Blueprint for Environmental Education , edited by Jane S. Shaw. Bozeman, MT: Political Economy Research Center. 1999. Paperback. ISBN 0-9668243-1-8.

Environmental Education and Biodiversity , edited by Arjen E. J. Wals. Wageningen, The Netherlands: National Reference Centre for Nature Management. 1999. Paperback. ISBN 90-75789-03-3.

The Environmental Impact Statement Process and Environmental Law , by Emmett B. Moore. Columbus, OH: Battelle Press. 2000. Paperback. 162 pages. $19.95. ISBN 1-57477-092-6.

Caring for Plunet Earth, Volume 1: The Great Lakes, CD-ROM , Grand Rapids, MI: Center for Environmental Study. 1998. $39.00. Formatted for Macintosh, Windows 95, and Windows 3.1

Edgar Beaver's Destiny: An Environmental Fable , by Joseph Petulla. Available through Xlibris Corporation (). 2000. Paperback. 124 pages. $16.00. ISBN 0-7388-2471-2.

A Plague of Frogs: The Horrifying True Story , by William Souder. New York: Hyperion. 2000. Hardback. Illustrated. 299 pages. $23.95. ISBN 0-7868-6360-9.

Environmental Education and Communication for a Sustainable World: Handbook for International Practitioners , edited by Brian A. Day and Martha C. Monroe. Washington, DC: Academy for Educational Development. 2000. Paperback. 138 pages. ISBN 0-89492-108-8.  相似文献   

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