Westernisation and the Thai higher education system: past and present     

Douglas Rhein 《Journal of educational administration and history》2016,48(3):261-274

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Does early reading failure decrease children's reading motivation?     

Morgan PL  Fuchs D  Compton DL  Cordray DS  Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404

The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.  相似文献   

Les colonies de vacances en France, 1944–1958: impulsions politiques autour d’un fait social majeur     

Julien Fuchs 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):602-622

Abstract

This article looks at the French state’s approach to the “colonies de vacances” between 1944 and 1958. Created in 1876 by the Reverend Bion in Zurich, these summer camps originated as a charitable institution: their initial purpose was to provide rural retreats and to restore the health of poor urban youth. Set up on French soil in 1880, these institutions gradually grew in France in the late nineteenth and early twentieth centuries. Considered both as complements to the republican school and as extensions of the “patronages” (parish unions), they were important for children and adolescents from the industrial city suburbs, and were enshrined in the leisure policies of the Popular Front from 1936 onwards. After the Second World War, summer camps in France became a major social institution (300,000 children went to summer camps in 1945, 900,000 in 1949) in response to both hygiene and educational needs. Based on the archives of the Directorate of Youth Movements and Popular Education (1944–1947) and the General Directorate of Youth and Sports (1948–1958), this article aims to examine the politics behind the organisation of these summer camps and to demonstrate the social and political importance of these popular educational institutions which, in 1957, involved 1.35 million French children and teenagers. Although the history of French summer camp federations (UFCV, CEMEA, CPVC, UFOVAL, etc.) has been widely studied, how the state sees its role and influences these organisations has mostly been considered indirectly. The intention is to show that among the educational, cultural and sports policies implemented during the Fourth Republic in France, those related to the organisation of “colonies de vacances”, and therefore the organisation of holidays for a very large number of children and teenagers, occupy a significant place. In 1944, the summer camps were widely supported by the French state, which also planned to regulate this booming sector. The creation of qualifications for summer camp staff and directors in 1949 obliged organisations to start training schemes: they trained staff and directors to work in the municipal camps, associations, etc. Security issues led to the state tightening control of the summer camps, their recruitment and their activities. There was a great deal of political investment in these “colonies de vacances” during this period, and this was reflected in the creation of a Ministerial Education Committee in 1950, a general and regional body of inspectors for these camps, etc. However, the considerable expansion of summer camps posed increasing problems at the national political level resulting in changes to the initial subsidy policies. The State played a major part in crucial issues such as the sociological diversification of these institutions and the changes in their social role according to evolving sociocultural trend. The fact remains that the “colonies de vacances” were for the French state a centrepiece of the “popular education” that the political actors of the Fourth Republic wanted to implement in order to build the France of the post-war period..  相似文献   

Strength vs. temporal-order information in delayed-matching-to-sample performance by monkeys     

Thomas J. Reynolds  Douglas L. Medin 《Learning & behavior》1979,7(3):294-300

The usual procedure in delayed-matching-to-sample (DMTS) experiments is that the most recently presented sample stimulus is correct on choice tests. The present paper reports two experments in which the first of two samples was always correct. Theories based on trace strength, such as the Roberts and Grant trace strength competition model, predict that such a procedure will yield below chance performance, because on the average the more recently presented stimulus will have the greater trace strength. In contrast, D’Amato and others have proposed that DMTS performance is mediated by a temporal discrimination process and, since either stimulus may act as S+ in a discrimination problem, monkeys should be capable of learning to choose either the secondor the first of two sample stimuli. Performance did not exceed chance in either experiment. The generality of these results is tentatively explored.  相似文献   

Action research: a methodology for transformative learning for a professor and his students in an engineering classroom     

Jillian Seniuk Cicek  Sandra Ingram  Marcia Friesen  Douglas Ruth 《European Journal of Engineering Education》2019,44(1-2):49-70

ABSTRACT

An engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom.  相似文献   

The level of abstraction of textual materials: a new and an old measure compared     

Douglas P. Newton 《Journal of Research in Reading》1992,15(2):117-119

The level of abstraction of textual material is one factor affecting the difficulty it presents to the reader and so effective ways of assessing it are potentially useful for the teacher and researcher. A ‘new’ measure was compared with an old one and some similarity found in their assessment of science texts. The earlier measure may be the easier one for the non-specialist to use. The results also suggested a rule of thumb which practising teachers might find useful.  相似文献   

Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

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Do NESB University Students with Poor English Skills Make Rapid Linguistic Gains in Mainstream Studies?     

Douglas Farnill  Susan Hayes 《高等教育研究与发展》1996,15(2):261-268

This paper reports the testing and retesting two years later of 147 first‐year medical students for English language proficiency (ELP). A group of 66 with low initial proficiency, all of non‐English‐speaking background (NESB), improved from an average language age of 14.3 years to 15.2 years over the period. A comparison group of 81, randomly drawn from those who were of adequate ELP, 48% of whom were NESB, were close to the test ceiling on both occasions with an age equivalence of 33 years. Generalisation to other courses and samples may be limited but this study did not indicate great linguistic gains associated with mainstream studies for those whose English was poor at the beginning of their course.  相似文献   

Stress Reactivity and Self-Recognition   总被引：1，自引：0，他引：1  

Michael Lewis  Douglas S. Ramsay 《Child development》1997,68(4):621-629

This study examined longitudinally whether early differences in reactivity to stress are related to self-recognition at 18 months of age. Adrenocortical and behavioral to Stress responses to routine inoculation at 2, and 4 months and at 6 and 18 months were obtained. Previous finding indicated a development shift in adrenocortical functioning by 6 months of age that included the emergence of stable individual differences in cortisol response from this point in development. Self-recognition was related to greater cortisol response and less rapid quieting at 6 to 18 months, whereas 2- to 4-month cortisol and quieting response did not differentiate self-recognizers and non-self-recognizators. These findings indicate a role for temperament differences in facilitating the emergence of self-recognition.  相似文献   

Unraveling the mystery of parents' work     

Nancy L. Jacobs  Tomasita M. Chandler  Douglas R. Hausknecht 《Early Childhood Education Journal》1996,24(1):61-64

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