Response to Kevin Mccarthy     

Kari Gulla 《Child abuse & neglect》2009,33(6):329

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Scientific policy in Yugoslavia     

Branko Raković 《Minerva》1965,3(2):187-209

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The Critical Inquiry Imperative: Information Literacy and Critical Inquiry as Complementary Concepts in Higher Education     

Kari D. Weaver  Jane H. Tuten 《College & Undergraduate Libraries》2014,21(2):136-144

Sharing a variety of characteristics and theories, critical inquiry and information literacy have the potential to complement one another in a higher education setting. This article explores an initiative at the University of South Carolina Aiken to help students with their critical thinking and reasoning skills through the implementation of a new, one-credit, freshman seminar course. The class, entitled Critical Inquiry, would address three student learning outcomes, including one directed at information literacy. A case study of how the initiative was implemented is discussed.  相似文献   

Academic Engagement and Achievement Among Latina/o and Non-Latina/o Adolescents     

Ioakim P. Boutakidis  James L. Rodríguez  Kari Knutson Miller  Mathew Barnett 《Journal of Latinos & Education》2014,13(1):4-13

This article presents an exploratory study of the relation between academic engagement and academic achievement for Latina/o and non-Latina/o adolescents attending a predominantly low-income, Latina/o urban middle school in Southern California. A sample of 61 students (37 Latinas/os and 24 non-Latinas/os) participated in the study. The Latina/o students’ mean grade point average was lower than the non-Latina/o students’ mean grade point average. The study results revealed a significant interaction between academic engagement and grade point average for Latina/o students but not for non-Latina/o students. Findings are discussed in regard to the promotion of Latina/o adolescent achievement through increased levels of academic engagement.  相似文献   

Guiding Principles for Internet Policy: A Comparison of Media Coverage in Four Western Countries     

Maria Löblich  Kari Karppinen 《The Information Society》2014,30(1):45-59

The governance of the Internet on the global level has attracted much attention. In the process the importance of the national context has gotten downplayed. We argue that understanding of the national context is a necessary complement to research on global governance for an understanding of the dynamics of Internet development. We spotlight the importance of the national context by showing that seemingly global principles have varying import and meaning in four countries—the United States, Germany, Finland, and Sweden. We do so via a qualitative content analysis of leading newspapers.  相似文献   

Communication aids in the classroom: the views of education staff and speech and language therapists involved with the Communication Aids Project     

Jannet A. Wright  Caroline Newton  Michael Clarke  Chris Donlan  Claire Lister  Jasmina Cherguit 《British Journal of Special Education》2006,33(1):25-32

The findings presented in this paper are part of an independent evaluation study of the Communication Aids Project (CAP). The study was carried out between July 2003 and April 2004 and looked at the impact of CAP on children receiving communication aids and evaluated the CAP strategy of assessment and delivery. In this paper the views of education staff and speech and language therapists who were working with communication aid users in school are presented. The professionals who were interviewed provided positive feedback on the existence of CAP, on the assessment for the communication aid, particularly where the use of the aid in the classroom was considered, and on the children's increased participation in classroom and learning activities since receiving the aid. They also highlighted the issue of managing parents' expectations regarding the use of aids and the value of and need for continued training for professionals working with communication aids in the classroom. The authors of this article, Jannet Wright, senior lecturer, Chris Donlan, senior lecturer, Caroline Newton, lecturer, and Michael Clarke, lecturer, from University College London; Claire Lister, from the Institute of Child Health, London; and Jasmina Cherguit, assistant psychologist, draw upon their findings to develop recommendations for future policy, practice and professional development.  相似文献   

THE INTERNATIONALIZATION OF HIGHER EDUCATION: A POINT OF VIEW FROM A DEVELOPING COUNTRY     

Ivan Ivić 《Higher Education in Europe》1991,16(2):10-22

This article takes a close analytical look at the internationalization of higher education, asking penetrating questions with regard to its basis, its forms, and its results. The author is particularly concerned with problems of asymmetry with regard to the educational links, particularly at higher education level, between the developed western democracies and the developing countries. Going beyond the question of brain drain, the article probes the problem of the alienation of third world academics trained in the higher education institutions of developed countries. While on the balance the author praises the results of the internationalization of higher education and, at any rate, recognizes that it is here to stay, he cautions all those involved in it be aware of who in fact gains and who loses as a result of it.  相似文献   

THE MEANING AND IMPORTANCE OF CULTURALLY DETERMINED IMPLICIT VALUES FOR THE INTERNATIONALIZATION OF EDUCATION     

Mirjana Krizmanić  Vladimir Kolesarić 《Higher Education in Europe》1991,16(2):46-60

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Das Bildungssystem der Sozialistischen Föderativen Republik Jugoslawien (SFRJ)     

S. Pavićević 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):375-377

Ohne Zusammenfassung  相似文献   

Development of Math Attitudes and Math Self-Concepts: Gender Differences,Implicit–Explicit Dissociations,and Relations to Math Achievement     

Dario Cvencek  Ružica Brečić  Dora Gaćeša  Andrew N. Meltzoff 《Child development》2021,92(5):e940-e956

Three hundred and ninety-one children (195 girls; M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献