Education of the Young Harry Potter: Socialization and Schooling for Wizards     

Mary S. Black  Dr. Marilyn J. Eisenwine 《The Educational forum》2013,77(1):32-37

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Home economics and the changing roles of men and women     

Edith Kjaersgaard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(1):125-127

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The teaching profession against the background of educationalisation: an exploratory study     

Edith Helena Hooge  Marlies Elisabeth Honingh  Berber Nadia Langelaan 《欧洲师范教育杂志》2011,34(3):297-315

This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers’ professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that ‘addressing social issues’ can be identified as a dimension of teachers’ professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems.  相似文献   

Serial position effects in social transmission of food preference     

Juárez-Maldonado CE  Ortega-Saavedra G  Huichan-Olivares F  Gómez-Romero J  Cruz-Morales SE  Arriaga-Ramírez JC 《Learning & behavior》2006,34(4):374-378

The serial position effect in Long-Evans rats was evaluated in two experiments. In Experiment 1, the effect in a group for which an interstimulus interval (ISI) was introduced between items in a list of demonstrators was compared with that in a group without an ISI. With an ISI, a recency effect was produced. In Experiment 2, a serial position effect group was compared with four groups in which either the distinctiveness or the context of the middle item was changed, relative to the items on either side of it. A von Restorff effect was produced when a rat from a different strain was used as a demonstrator in Position 2. The results for Experiment 1 are discussed in relation to interstimulus effects in monkeys and those for Experiment 2 with respect to changes in the physical properties of middle items.  相似文献   

Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations     

Laura Black  Julian Williams  Paul Hernandez-Martinez  Pauline Davis  Maria Pampaka  Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

Public Funding and Budgetary Challenges To Providing Universal Access To Primary Education in Sub-Saharan Africa     

Edith Mukudi Omwami  Edmond J. Keller 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,38(3):5-31

Budgetary capacity that would allow for the public funding of the provision of universal access to primary education is lacking in many sub-Saharan economies. National revenues significantly lag behind the overall economic productivity measure of GDP. Analysis of data derived from UNESCO and UNDP for 2004 shows that governments in the region spend far less in US dollars per unit cost on primary education than do developed countries. Increasing the unit cost of education in order to enable a government to guarantee universal primary education would take away resources from other tiers of the education system in many countries in the region. The alternative is to universalise access, despite existing budget allocation constraints, and thereby further compound the problems of poor infrastructure and limited human resource capacity that continue to compromise education quality in sub-Saharan Africa.  相似文献   

Validity in teachers’ summative assessments     

Paul Black  Christine Harrison  Jeremy Hodgen  Bethan Marshall  Natasha Serret 《Assessment in Education: Principles, Policy & Practice》2010,17(2):215-232

This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention to validity issues had been undermined by the external test regimes, but that teachers could re‐address these issues by reflection on their values and by engagement in a shared development of portfolio assessments.  相似文献   

Muscular "Anschluss": German bodies and Austrian imitators     

Weber W  Black P 《国际体育史杂志》1999,16(4):62-81

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Can observational practice facilitate error recognition and movement production?     

Black CB  Wright DL 《Research quarterly for exercise and sport》2000,71(4):331-339

Two experiments are reported that examined the usefulness of observational learning for acquiring both error detection and movement production capabilities. In both experiments, individuals were assigned to a no-practice, physical-practice, or observational practice condition. Those assigned to a physical-practice condition acted as models for those assigned as observers. In both experiments, models were administered a random practice of three serial key-press tasks that had the same spatial pattern and same relative timing requirement but differed in the overall time goal. During the retention test, individuals provided estimates of their overall time after each trial. Data from these experiments revealed that error detection and overall time specification were similar following observation and physical practice. However, data from Experiment 2 indicated that physical practice offered an advantage beyond that afforded via observation, with regard to acquiring the appropriate relative time pattern. These data are discussed with respect to the role of observation for learning movement recognition and production processes.  相似文献   

Programming and reprogramming sequence timing following high and low contextual interference practice     

Wright DL  Magnuson CE  Black CB 《Research quarterly for exercise and sport》2005,76(3):258-266

Individuals practiced two unique discrete sequence production tasks that differed in their relative time profile in either a blocked or random practice schedule. Each participant was subsequently administered a "precuing" protocol to examine the cost of initially compiling or modifying the plan for an upcoming movement's relative timing. The findings indicated that, in general, random practice facilitated the programming of the required movement timing, and this was accomplished while exhibiting greater accuracy in movement production. Participants exposed to random practice exhibited the greatest motor programming benefit, when a modification to an already prepared movement timing profile was required. When movement timing was only partially constructed prior to the imperative signal, the individuals who were trained in blocked and random practice formats accrued a similar cost to complete the programming process. These data provide additional support for the recent claim of Immink & Wright (2001) that at least some of the benefit from experience in a random as opposed to blocked training context can be localized to superior development and implementation of the motor programming process before executing the movement.  相似文献