Book reviews     

Peter Sachsenmeier  Alec M. Ross  Lloyd Trott  Elaine Reuben  William John Hanna  Philip G. Altbach  J. Bruce Francis  L. R. B. Elton  Thomas Eisemon  Samuel E. Kellams 《Higher Education》1976,5(3):337-350

  相似文献   

The long-term kinetics of conceptual development: The case of +=− and contextual differentiation     

Hanna Arzi 《Research in Science Education》1985,15(1):112-121

  相似文献   

THE SOCIAL IMPLICATIONS OF CABLE TELEVISION: RESTRUCTURING CONNECTIONS WITH SELF AND SOCIAL GROUPS     

Nossek  Hillel; Adoni  Hanna 《Int. Journal of Public Opinion Research》1996,8(1):51-69

The present study deals with the social implications of cablebroadcasting and explores the possible links between the spreadof global media and the development of individualistic and globalisticorientations. The study examined the function of televisionin strengthening individuals' cognitive and affective connectionswith their own selves, with social groups such as primary andethnic groups, with their society (the nation-state), and withthe global community. The beginning of the cable era in Israelcreated a unique situation which made possible the comparisonof two research populations, subscribers and non-subscribers,which were similar in all background variables, yet differentin their television supply. The main conclusion of this studywas that there are differences between the two groups in termsof their assessments of gratifications obtained from television,and concerning the strengthening of their connections with varioussocial groups and with their own selves. Moreover, there isa clear difference in the structure of the assessments of thetwo groups as presented graphically in two SSA maps-among thesubscribers there is a well defined region of variables relatedto the connection with the global community, while among thenon-subscribers these variables are scattered among variablesrelated to connections with other social groups. In addition,our data suggest that the gratifications obtained from televisionfor the self are complimentary to the gratifications relatedto connections with the global community.  相似文献   

A Longitudinal Study of Two Early Intervention Strategies: Project CARE   总被引：8，自引：0，他引：8  

Barbara Hanna Wasik  Craig T. Ramey  Donna M. Bryant  Joseph J. Sparling 《Child development》1990,61(6):1682-1696

65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention.  相似文献   

Exploring the possibilities of gender equality pedagogy in an era of marketization     

Hanna Ylöstalo  Kristiina Brunila 《Gender and education》2018,30(7):917-933

In this article, we research and revisit our own experiences of gender equality work to determine the societal and discursive power relations that have shaped gender equality. We conducted our study in Finland, a ‘Nordic model of gender equality’, but we argue that these results have worldwide relevance, especially since Nordic models of gender equality and education have been exported globally. By combining earlier research, our own extensive experience of conducting gender equality work, and previous literature on feminist pedagogy, we examine the possibilities of what we call ‘gender equality pedagogy’ in an era of marketization. To develop the concept of gender equality pedagogy, we ask how combining an analysis of gender equality work with feminist pedagogy can help to acknowledge and utilize power relations. We suggest that understanding gender equality work as a form of pedagogic practice might help overcome some of the barriers that gender equality work has encountered for decades.  相似文献   

Fifty years of comparative education. Edited by Michele Schweisfurth     

Helen Hanna 《British Journal of Educational Studies》2016,64(3):400-401

  相似文献   

A private matter? Religious education and democracy in Indonesia and Israel     

Mirjam Künkler  Hanna Lerner 《British Journal of Religious Education》2016,38(3):279-307

The article examines state-supported religious education and its consequences for civic attitudes in Indonesia and Israel, two democracies that grant religion a prominent place in the public sphere, particularly in education. The comparison reveals that while in Indonesia the state was able to gradually introduce a secular curriculum in religious schools and establish an accreditation system by which it could exert influence on the way religion is taught, in Israel, by contrast, state-funded religious schools over time became increasingly opposed to a mandatory ‘core curriculum’ of general studies. The comparison further suggests that in Indonesia the inclusion of a secular curriculum in religious schools in the 1970s should be seen as one of the factors promoting the production and dissemination of ‘rationalist approaches to religion’ and brought religious actors on board of democratisation, while in Israel the exclusion of a secular curriculum from religious schooling has undermined civic commitments among ultra-Orthodox Jewish citizens and as such weakened Israeli democracy. The article is based on public opinion data, data from the Ministries of Religion and Education, and court decisions in both countries.  相似文献   

Student' Strategic Actions in Computer-Supported Collaborative Learning     

Salovaara  Hanna  Järvelä  Sanna 《Learning Environments Research》2003,6(3):267-284

Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious, however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class. The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies and progressive student inquiries. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Parental Mediation of Children's Viewing in a Changing Television Environment     

Chava E. Tidhar  Hanna Levinsohn 《Learning, Media and Technology》1997,23(2-3):141-155

For 25 years, Israeli television operated as a virtual monopoly, with one single channel shared by Educational TV and the Public Broadcasting Authority. Young viewers were exposed to non‐commercial quality programs primarily geared for children. The introduction of cable television challenges the ways parents control their children's viewing and fills the role of mediators between television and the child. This study is based on two surveys among parents of Israeli children aged 2‐8. The first was conducted with 537 parents in 1989, prior to the introduction of cable TV, and the second with 552 parents who had cable in 1993, when cable TV penetrated half of all Israeli homes. The results indicate that the introduction of cable TV changed strategies of parental control and mediation and parents’ assessment of television's influence on children. Active parental mediation was closely related to the attribution of learning values to children's viewing and to gratifications attributed to educational television broadcasts. Loosening of control and allowance for independent children's viewing was closely related to the attribution of entertainment value to children's viewing and to viewing of cable television.  相似文献   

PARTICIPATION OF WOMEN IN POLISH HIGHER EDUCATION     

Hanna Jablonska‐Skinder 《Higher Education in Europe》1981,6(3):13-18

The article analyses the progress in the participation of women in Polish higher education, with respect to different fields of study and their position in graduate studies, as well as in professional life, where she underlines the dangers of the feminization of certain professions

Mrs. Jablonska‐Skinder is scientific secretary of the Institute of Science Policy, Technological Progress and Higher Education, Warsaw, Poland  相似文献