Book reviews     

P. C. B.  Saul B. Robinsohn  J. J. Grant  David C. Thomas  Franz Hilker  George W. Parkyn  Urban Dahllöf  Gilbert F. Peaker  Kurt Spangenberg  S. Leslie Hunter  Gilbert de Landsheere  M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(4):492-508

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Book Reviews     

Brian Holmes  John Downing  Eva Holmes  Gilbert de Landsheere  Hermann Rademacker  Saul B. Robinsohn  Carl -Gunnar Janson  John Biggs  Neville Postlethwaite  Ingegerd Axén  Esa Santala  Harold Wyndham 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(3):360-378

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La Linguistique Appliquée Aux Manuels D'Alphabétisation     

de Moraes Brenner  Teresinha 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(2):213-232

This article, written from the perspective of applied linguistics, sets out to establish an interface between educational science and linguistics. Applied linguistics alone has proved unable to resolve the problems of teaching and learning the mother tongue in the context of literacy teaching. From this realisation emerged the idea that any policy concerned with the mother tongue has to be formulated within a broader educational policy.The drawing up of a manual implies a philosophy of language associated with a particular linguistic model. In other words, applied linguistics provides the foundations which permit the compiling or selecting of manuals of instruction. However, these principles demand a reform of educational policy. This calls for a revision of teacher training courses and the introduction of interdisciplinary teams. The article argues that teaching methods should be based on a deeper understanding of the dynamics of the mother tongue.  相似文献   

A Reply to John W. Friesen and Tad Guzie     

Doret de Ruyter 《Interchange》1999,30(2):247-254

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Birth order,family size and educational attainment     

Monique de Haan 《Economics of Education Review》2010,29(4):576-588

This paper investigates the effect of family size and birth order on educational attainment. An instrumental variables approach is used to identify the effect of family size. Instruments for the number of children are twins at last birth and the sex mix of the first two children. The effect of birth order is identified, by examining the relation with years of education for different family sizes separately. No significant effect of family size on educational attainment of the oldest child is found. Birth order has a significant negative effect. Potential mechanisms behind the birth order effects are investigated. The results show that birth order effects are not affected by the average age gap between children. Information on financial transfers shows that earlier born children have a higher probability of receiving money from their parents than later born children, also the amount they receive is higher. These results indicate that the allocation of parental resources is a potential mechanism behind the birth order effects.  相似文献   

I look forward to teaching     

Catherine Bennett  Elizabeth Coppedge  Glen Davis  John Myers  Thelma Sprow  Ruth Johnson 《Peabody Journal of Education》2013,88(4):194-203

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The Contextual Nature of Scientists’ Views of Theories,Experimentation, and Their Coordination     

William A. Sandoval  Elizabeth H. Redman 《Science & Education》2015,24(9-10):1079-1102

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Implicit overcompensation: the influence of negative self-instructions on performance of a self-paced motor task   总被引：1，自引：0，他引：1  

de la Peña D  Murray NP  Janelle CM 《Journal of sports sciences》2008,26(12):1323-1331

According to Wegner's (1994) theory of ironic processes of mental control, self-instructions not to perform in a certain way, together with mental loads, can induce thoughts, emotions, and behaviours that are precisely the opposite of intention. Wegner's theory was tested against the implicit overcompensation hypothesis, which states that movement direction and magnitude are implicitly dictated by self-instruction, irrespective of load, promoting overcompensation of action. Two experiments were conducted using a golf-putting task. In Experiment 1, 48 participants were randomly assigned to one of four load conditions: cognitive, visual, auditory, and self-presentation/incentive. In the experimental trials, participants were instructed to make the putt, but it was emphasized that the putt should not be left short of the target. Following the instructional strategy, putts landed significantly longer than at baseline, irrespective of load. In Experiment 2, 36 participants were divided into one of three groups, without load, in which different instructional sets (control, not putting long, and not putting short) were emphasized. A significant interaction emerged, as participants putted significantly longer or shorter than controls depending on the instructional set given. Overall, our findings support the implicit overcompensation hypothesis. Theoretical and practical considerations are discussed.  相似文献   

Specific Learning Disabilities and the Portuguese Educational System     

Luís de Miranda Correia  Ana Paula Louo Martins 《Learning disabilities research & practice》2007,22(3):189-195

Although the Portuguese educational system advocates the accommodation of all students in regular schools, it has not adopted a coherent discourse that would contribute to meeting effectively the needs of students with specific learning disabilities (SLD). As such, the successive reorganizations of special education have resulted in uninformed decisions that have caused the education of students with SLD in Portugal to be, in many instances, detrimental to their academic and social growth. We describe the reality of SLD in Portugal, considering four main topics: (1) the establishment of the SLD concept, (2) the birth of a Portuguese definition of SLD, (3) the context of educational policy, and (4) the provision for students with SLD.  相似文献   

Tilting at Windmills? Judge Justine Wise Polier and a History of Justice and Education in New York City     

Jennifer de Forest 《History of education quarterly》2009,49(1):68-88

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