Differential Grading Standards Revisited   总被引：2，自引：0，他引：2  

A. Christopher Strenta  Rogers Elliott 《Journal of Educational Measurement》1987,24(4):281-291

The differential grading standards described by Goldman and Widawski (1976) exist in the same magnitude and in roughly the same order a decade later in a different kind of institution. Major fields that attract as majors students who score higher on SATs employ stricter grading standards. These differential grading standards serve to attenuate the correlation between SAT scores and grades, which is, even in highly selective institutions, substantial.  相似文献   

The Irish Church Disestablishment Act (1869) and the general synod of the Church of Ireland (1871): the art and structure of educational reform     

Christopher F. McCormack 《History of education》2018,47(3):303-320

Historians have observed that the period 1860–1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod – General Synod, Diocesan Synods, Boards of Education and Education Committees – was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The ‘art’ of the title refers to Synod’s adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod’s role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography.  相似文献   

Scientists of the Mind*     

Christopher Lasch 《Educational theory》1987,37(2):201-205

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Diversity as a natural occurrence: an enrichment strategy of peer learning     

Madeline M. Crocitto  Lynn D. Walsh  Albert Murphy  Maureen A. Keefe 《Interactive Learning Environments》2018,26(1):61-74

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.  相似文献   

Constructing a Joint Story-Writing Space: The Dynamics of Young Children's Collaboration at Computers     

Ya-hui Chung  Daniel J. Walsh 《Early education and development》2006,17(3):373-420

This study explored kindergartners' and first graders' collaborative processes to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Data were drawn from 6 dyads who participated in a computer writing project for 2 school semesters. Children's videotaped interactions were analyzed with the focus on understanding how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; and (c) the computer served as an object of reference for children to sustain their interaction and stay on task.  相似文献   

Progress and the people: histories of mass education and conceptions of Britishness, 1870–1914     

Christopher Bischof 《History of education》2020,49(2):160-183

ABSTRACT

This article argues that the history of mass education as it was written in Great Britain between 1870 and 1914 became an important site for debating what it meant to be British and the nature of progress. In particular, it explores different perspectives on when and where to begin a history of mass education, whom or what to make central to it, and what guidance the past offered for the future. Disagreements over these seemingly narrow questions reflected broader disagreements about what it meant to be British (including whether there was a deep-seated national character at all); the nature of the union; and how and why progress happened.  相似文献   

Book Reviews – Buchbesprechungen – Analyses Bibliographiques     

Christopher McIntosh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(3):323-345

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Young people’s and parent’s perceptions of managed moves     

Christopher Bagley 《Emotional and Behavioural Difficulties》2016,21(2):205-227

The current research aimed to increase understanding of the experiences of young people and their parents of managed moves, what contributed to success and the nature of the challenges experienced. The study was conducted in one English Local Authority, where five young people and their parents were interviewed. Five superordinate themes emerged from the interviews, relating to: the initial process (people, trail period, managed moves as a positive solution); the reasons for the move (bullying/social isolation, breakdown in relationships with staff); conceptions of success (happiness, improved self-perceptions, learning and progress), factors contributing to success (fresh start/clean slate; home–school communication; pastoral support, school suitability) and problems arising (moving a problem, narratives around young people, timing and family stress). The findings are discussed in relation to implications for practice.  相似文献   

Drug-induced renal Fanconi syndrome: A case report     

Rita Christopher  K. Taranath Shetty 《Indian journal of clinical biochemistry : IJCB》1996,11(1):81-84

The renal Fanconi syndrome which results from renal tubular dysfunction can be either associated with various inbom errors of metabolism or acquired from various etiology. We report a case of gentamycin-induced Fanconi syndrome in a 4-month old infant who presented with aminoaciduria, glucosuria, phosphaturia and compensated metabolic acidosis.  相似文献   

Building parallel corpora by automatic title alignment using length-based and text-based approaches     

Christopher C. Yang  Kar Wing Li 《Information processing & management》2004,40(6):27

Cross-lingual semantic interoperability has drawn significant attention in recent digital library and World Wide Web research as the information in languages other than English has grown exponentially. Cross-lingual information retrieval (CLIR) across different European languages, such as English, Spanish, and French, has been widely explored; however, CLIR across European languages and Oriental languages is still in the initial stage. To cross language boundary, corpus-based approach is promising to overcome the limitation of the knowledge-based and controlled vocabulary approaches but collecting parallel corpora between European language and Oriental language is not an easy task. Length-based and text-based approaches are two major approaches to align parallel documents. In this paper, we investigate several techniques using these approaches and compare their performances in aligning English and Chinese titles of parallel documents available on the Web.  相似文献