The Literature on Multicultural Education: review and analysis     

Carl A. Grant  Christine E. Sleeter  James E. Anderson 《Educational studies》1986,12(1):47-71

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Counselor Use of Multifactor Intelligence Tests,or: What Happened?     

JOHN L. SHULTZ  ALICE E. KLEIN 《Counselor Education & Supervision》1972,12(1):51-56

The initial purpose of this study was to determine how counselors used information yielded by multifactor intelligence tests. Data from questionnaires sent to secondary school counselors in two states, however, revealed enormous percentages of nonclassifiable responses regarding these tests. The proportion of nonclassifiable responses varied from 38 percent on questions concerning where different scores were recorded to 70 percent on questions concerning which IQ scores were most and least predictive of scholastic achievement. Consequently, the study concentrated on the reasons for the large number of unusable responses. The findings seemed to indicate a tendency on the part of counselor educators to downgrade the importance of accurate test interpretation.  相似文献   

Sociological theory and the analysis of strategies of educational redress     

D. R. Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):41-62

In this paper, three sociological models or theoretical templates for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) interactionist models. The paper then discusses how each model can be applied to what is here called educational redress. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed Compensatory Education Programmes. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of educational redress strategies.

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Zusammenfassung In diesem Artikel werden drei soziologische Modelle oder theoretische Schablonen für die Analyse der Sozialstruktur umrissen: (a) das Struktur-Konsens-Modell, (b) das Konfliktmodell und (c) das Wechselwirkungsmodell in seinen verschiedenen Varianten. Dann wird untersucht, wie jedes dieser Modelle auf den Bildungsausgleich angewandt werden kann, insbesondere auf die Ausgleichsstrategien für Kinder im Vorschulalter, die gewöhnlich mit Kompensierende Erziehungsprogramme bezeichnet werden. Anschliessend wird beschrieben, wie Protagonisten jedes dieser Modelle diese Programme analysieren und wie sie mit Hilfe der anderen Modelle vorgenommene Analysen kritisieren würden. Weiterhin wird ausgeführt, dass die drei Modelle Formalisierungen der unter Laiengruppen verbreiteten Vorstellungen von der Gesellschaftsordnung darstellen, und dass selbst Pädagogen ihr Gesellschaftsmodell gewöhnlich nicht klar definieren. Zum Schluss spricht der Verfasser seine Ansicht aus, dass die Soziologie durch die obigen Elemente zum Verständnis der Bildungsausgleich-Strategien beitragen kann.

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Résumé Dans ce rapport sont décrits trois modèles sociologiques ou échantillons theoriques pour l'analyse de l'ordre social: (a) le modèle ordre-consensus, (b) le modèle conflit et (c) les modèles interactionnistes. Le rapport examine ensuite comment pouvoir appliquer chaque modèle à ce qu'on appelle ici redressement éducatif. Sont mentionnés particulièrement les stratégies de redressement que l'on adresse aux stratégies pour enfants d'âge préscolaire, appelées habituellement Programmes d'éducation compensatoire. Le rapport montre ensuite comment les défenseurs de chaque modèle aborderaient l'analyse de ces programmes, et comment ils critiqueraient les analyses des autres modèles. On montre que les trois modèles sociologiques sont situés dans — et sont en fait des formalisations — des conceptions courantes de structure sociale qu'ont tacitement les membres laïques de la société, et que même les éducateurs professionnels ne rendent typiquement pas leur modèle de la société très explicite. Enfin, l'auteur est convaincu que les éléments susmentionnés constituent ce que les sociologues peuvent ajouter à la compréhension des stratégies de redressement éducatif.

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Locomotor experience: a facilitator of spatial cognitive development   总被引：3，自引：0，他引：3  

R Kermoian  J J Campos 《Child development》1988,59(4):908-917

2 studies were designed to test the prediction that spatial search strategies (i.e., "object permanence") may be influenced by locomotor experience. Infants were assigned to 3 groups based on locomotor history: prelocomotor, prelocomotor with walker-assisted experience, and hands-and-knees creeping. Infants in all groups were 8.5 months of age. Results showed that hands-and-knees and walker-assisted locomotor experience facilitated spatial search performance. The longer that infants had been moving, the higher their scores. Furthermore, there were no differences between the hands-and-knees and prelocomotor/walker-assisted groups, suggesting that the relation between locomotor experience and spatial search performance was not merely a function of the maturation of prone progression. A third study found that the quality of locomotion affected object permanence performance: Belly crawlers performed differently than infants with hands-and-knees or walker experience, insofar as they performed at prelocomotor levels regardless of weeks of locomotor experience. Taken together, the pattern of findings suggests that infants with more efficient modes of locomotion are more likely to profit from the experiences generated by locomotion.  相似文献   

The 'Mini-Viva' as a Tool to Enhance Assessment for Learning     

David R. Carless 《Assessment & Evaluation in Higher Education》2002,27(4):353-363

This paper reports on an action research project which aimed to promote assessment for learning within a summative assignment. In an attempt to provide enhanced feedback to students, the process of their group assignment involved lecturer feedback at various stages. A particular focus was on a 'mini-viva', whereby students explained and justified to the lecturer selected aspects of their assignment after it was submitted but before a mark was awarded. Oral and written evaluation data were collected from students, two peer observers and from colleagues taking part in an action research team. Some implications for 'good assessment practices' are discussed.  相似文献   

Career guidance in India based on O*NET and cultural variables     

Mohit Bhatnagar 《International Journal for Educational and Vocational Guidance》2018,18(1):81-99

The Occupational Information Network (O*NET) is the primary source of occupational information in the United States (US). In this study, I review O*NET’s usage for career guidance in India and conceive a career intervention based on it. In an empirical evaluation adopting a posttest-only experimental design with post-graduate management students (N = 220), effectiveness of the career intervention in reducing career decision-making difficulties is presented. An important cultural insight the study offers regarding occurrence of career decision-making difficulties, are the differences due to vertical–horizontal characteristics, apart from the more researched individualism–collectivism characteristics.  相似文献   

Potential for knowledge in action? An analysis of Korean green energy related K3–12 curriculum and texts     

Douglas R. Gress  Jungyeop Shin 《Environmental Education Research》2017,23(6):874-885

While understanding green energy development and what drives it are important, there is increasing consensus that sustainability transitions concerning usage need to be viewed in terms of the place specific contexts, including education, that critically mold them. In order to support sustainability transitions, information and knowledge building are not enough; knowledge must be turned into action. This research examines the potential efficacy of Korea’s efforts in this regard via an analysis of K3–K12 geography education curriculum and texts vis-à-vis green energy content. There is scant disconnect between the curriculum and the texts analyzed, and, aside from the small shortcomings unearthed, analyses suggest that Korea is cogent of the ability of geography education and education for sustainable development to turn knowledge into action, thereby empowering civil society to drive its green energy transitions going forward.  相似文献   

Conservation of length and instruction in linear measurement in young children     

Susan R. Smith  Cecil R. Trueblood  Michael Szabo 《科学教学研究杂志》1981,18(1):61-68

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Motor activity, anticipated motor activity, and young children's associative learning.     

B G Bender  J R Levin 《Child development》1976,47(2):560-562

The purpose of this study was to determine whether motor activity, previously assumed necessary to induce imagery in young children's associative learning, actually has to be executed. The results of our experiment with kindergartners clearly suggest not: In conditions where subjects simply planned to the potential motor activity (without executing it), learning was enhanced. Further, the temporal proximity of the planning to the potential motor activity did not prove to be important. These results, combined with those from 2 follow-up experiments, give rise to the speculation--among others--that young children can be "tricked" into imagery generation through appropriately worded instructions.  相似文献   

How to decide how to decide     

R. Bhaskar  John A. Herstein  John R. Hayes 《Instructional Science》1983,12(3):267-277

This article attempts to characterize the general problem of selecting methods for decision-making. The traditional rational approach to choice is from economics, which offers expected-value maximization. The task environment of decision method selection, however, does not seem to provide the data necessary for carrying out the expected-value calculations. Our approach uses methods from the field of cognitive science. We develop the notion of domain size in fields such as chess, borrowing the concept of a chunk from human memory. We then develop a heuristic rule for choiceamongmethods. We propose this rule as one of many possible rules.  相似文献