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51.
R. Baird Schuman Mary Ewen Ulich F. L. Shoemaker REV. JOHN E. WALSH C.S.C. 《Educational theory》1954,4(3):242-246
E DUCATIONAL P HILOSOPHIES AND D EMOCRATIC F AITH . By James W. Skelton.
A DULT E DUCATION . By P. H. Sheats, C. D. Jayne, and R. B. Spence.
P HILOSOPHY AND THE I DEOLOGICAL C ONFLICT . By Charles S. Seely.
G ANDHI : H IS L IFE AND M ESSAGE FOR THE W ORLD . By Louis Fischer. 相似文献
A DULT E DUCATION . By P. H. Sheats, C. D. Jayne, and R. B. Spence.
P HILOSOPHY AND THE I DEOLOGICAL C ONFLICT . By Charles S. Seely.
G ANDHI : H IS L IFE AND M ESSAGE FOR THE W ORLD . By Louis Fischer. 相似文献
52.
Taking as a basis a conceptualisation of personal challenge having both cognitive/metacognitive (thinking) and affective (feeling)
components, the nature and extent of perceived challenge in learning and teaching science were explored for seven teachers
and thirty-seven students in five secondary schools over a period of five months. Findings suggest that many secondary students
are not challenged by the science they learn in school. Similary, many secondary science teachers are insufficiently challenged
by the task of teaching. There are indications, however, that science teaching and learning attitudes and practices can be
improved if teachers work to diagnose and change key classroom factors that influence level of perceived challenge in learning. 相似文献
53.
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55.
The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole. 相似文献
56.
Leonard L. Baird 《Research in higher education》1988,28(2):99-115
Although most discussions of postsecondary assessment focus on students' knowledge and skills, these cannot be fully understood without assessing the wasy they are influenced by other aspects of postsecondary education. These aspects are described in a map consisting of 20 points which depicts the flow of students through institutions and experiences from precollege to adulthood. Consideration of the map identifies areas where better assessments and models are needed, particularly the areas of adult learners, graduate and professional education, and the characteristics and plans of college seniors. 相似文献
57.
This research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study. 相似文献
58.
Conclusion Collaborative action research, a style of research which connotes involvement, commitment, and growth, has the potential to
bring together process and outcome, teaching and research, reflection and action, theory and practice. It is an organising
frame to foster productive blending of school knowledge and academic knowledge, through the participation of members of the
secondary and tertiary sectors. It has the potential to enhance the professionalism and expertise of members of both sectors,
in circumstances which facilitate personal development. It has the potential to enhance the relevance and applicability of
educational research to the educational context and hence to generate real and permanent change in schools. We believe that
this form of research has potential to be of value that extends beyond the direct participants and school settings in which
it occurs.
The problem is of translating this potential into practice. Neither the school nor the educational research sectors are geared
for such long-term collaborative research. However, PEEL demonstrates that it can be done. Educational research can be made
relevant and important to teachers. Through collaborative action research, teachers can participate in improving the quality
of education in our schools. 相似文献
59.
Jeanette Baird 《Tertiary Education and Management》2006,12(4):297-309
This article examines emerging norms of good practice for Australian university governing boards and issues that university governing boards could address to develop effective governance cultures. It firstly considers the ways in which support for many Australian university governing boards has become professionalised over the past decade. At the same time, longstanding tensions or ‘paradoxes’ persist, (Cornforth, 2003) notably between ‘corporate’ and ‘participatory’ board models. To ‘tame’ these tensions requires formative processes of deliberation and debate. The article outlines understandings that may assist boards to engage in such processes and to develop their awareness of differing values in governance practices. 相似文献
60.
Parental involvement in the development of children's reading skill: a five-year longitudinal study 总被引:16,自引:0,他引:16
This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences. 相似文献