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This aritcle describes some of the software developed for a computer enhanced curriculum to teach statistical thinking to high school students which enphasises acitive participation and decision-making by the students. 相似文献
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George Hutton 《Higher Education Quarterly》1993,47(1):52-60
This paper outlines some of the early work of the Australian Business/Higher Education Round Table modelled partly on the British Council for Industry and Higher Education and the Business-Higher Education Forum in the United States. The main results of two surveys of employer and university opinions are summarized and they show considerable consensus about the objectives of secondary and higher education, desirable characteristics of university graduates and their current standards. 相似文献
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Ann Nadge 《Pastoral Care in Education》2002,20(3):3-11
This author contends that we can develop more fully the pastoral capacity of the classroom, which will also enhance learning. The writer argues that this will be better achieved by understanding the ways in which beliefs about self and learning are shaped by classroom contexts, processes and relationships. She draws on recent work on learning and intelligence, in particular 'risk and protection theory' and 'theories of self, self–efficacy and goal orientation'. In the concluding sections the application of these theories in practice is worked through and a final model is formulated. 相似文献
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George P. Knight William Nelson Spencer Kagan Jann Gumbiner 《Contemporary educational psychology》1982,7(2):97-106
Researchers have suggested that the relatively poor academic performance of Mexican-American compared to Anglo-American children may result from cultural differences in cooperative-competitive social orientation. To test the relative contribution of cooperative-competitive social orientation as a personality predictor of school achievement, the cooperativeness-competitiveness, field independence, locus of control, self-esteem, and school achievement of 45 Anglo-American and 125 Mexican-American fourth, fifth, and sixth grade children were assessed. The results indicate (1) competitiveness is positively related to school achievement among the Anglo-American children but not the Mexican-American children; (2) among the Anglo-American children competitiveness is a better predictor of school achievement than field independence, locus of control, and self-esteem; (3) the personality variables are moderately but not independently related to school achievement within both cultural groups; and (4) the between-culture variance in the personality variables does not account for the between-culture variance in school achievement. Implications of the present results for understanding within- and between-group differences in school achievement are discussed. 相似文献
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