Response to Birgitta Willén: What happened to the Open University? (Distance Education Vol 9 No 1)     

J.H. Horlock  John Hargreaves  Richard Davison 《Distance Education》1989,10(2):271-276

  相似文献   

Science education research interests of elementary teachers     

Dorothy Gabel  K. V. Samuel  Stanley Helgeson  Saundra McGuire  Joseph Novak  John Butzow 《科学教学研究杂志》1987,24(7):659-677

  相似文献   

Education and European integration     

John Lowe 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):579-590

The main purpose of this article is to discuss the implications for education and training of the movement towards integration in Europe in the historic context of the creation of a single market within the European Community (EC) and the end of the Communist regimes in Central and Eastern Europe. The experience of the EC is used to illustrate trends and problems in the development of international cooperation in education and training. Common concerns and priorities throughout the new Europe are then identified and discussed. These include the pursuit of quality in schooling, efforts to serve the interests of disadvantaged learners, and the treatment of European Studies in the curriculum, including the improvement of the teaching of foreign languages.

---

Zusammenfassung Dieser Artikel stellt die Auswirkungen auf Bildung und Weiterbildung von Bemühungen um die Schaffung eines Gesamteuropas im historischen Kontext eines gesamteuropäischen Marktes und des Endes der kommunistischen Regimes in Ost- und Mitteleuropa dar. Die Erfahrungen der europäischen Gemeinschaft dienen zur Illustration von Trends und Problemen in der Entwicklung internationaler Kooperation in Bildung und Ausbildung. Im weiteren werden gemeinsame Interessen und Prioritäten im neuen Europa identifiziert und diskutiert. Dazu gehöen die Verbesserung der Qualität im Schulwesen, Bemühungen, Belange benachteiligter Schüler zu erfüllen, sowie die Aufnahme europäischer Studien in das Curriculum unter Berücksichtigung einer Verbesserung des Fremdsprachenunterrichts.

---

Résumé L'intention de cet article est d'analyser les conséquences pour l'éducation et la formation du mouvement vers l'intégration européenne dans le contexte historique de la création du marché unique dans la Communauté européenne (CE) et de la chute des régimes communistes en Europe orientale. Les expériences de la CE permettent d'illustrer les tendances et les problèmes liés au développement de la coopération internationale en matière de l'éducation et de la formation. L'article identifie et examine ensuite les préoccupations et les priorités communes retrouvées partout dans la nouvelle Europe, parmi lesquelles la recherche de la qualité dans l'enseignement, les initiatives prises à l'intention des élèves défavorisés, la place réservée aux études européennes dans le curriculum, et notamment l'amélioration de l'enseignement des langues étrangères.

  相似文献   

The effect of two science programs (ess and laidlaw) on student classification skills,science achievement,and attitudes     

Eugenia Poporad Vanek  John J. Montean 《科学教学研究杂志》1977,14(1):57-62

  相似文献   

Educational objectives in the 1980s     

John Eggleston 《Prospects》1980,10(3):294-303

  相似文献   

School-based decision making,American style: Perspectives and practices throughout the United States     

Rosetta F. Sandidge  Charles J. Russo  J. John Harris III  Harriett H. Ford 《Interchange》1996,27(3-4):313-329

  相似文献   

Conceptions of teaching held by academic teachers   总被引：3，自引：0，他引：3  

Katherine Samuelowicz  John D. Bain 《Higher Education》1992,24(1):93-111

This study examines conceptions of teaching held by academic teachers in the fields of science and social science, in two universities: a distance university in the UK and a traditional one in Australia. A five level classification of conceptions of teaching is proposed. A process of arriving at this scheme is discussed and a formalised coding system is presented which helps to delimit, with greater confidence, the boundaries of each conception, and helps to order conceptions, to compare conceptions proposed by other researchers, and to place individuals within conceptions. The same coding system is then used to define the concepts of student-centered and teacher-centered approaches to teaching. There is a strong suggestion that teaching conceptions are context-dependent.  相似文献   

The Cost of College (II)     

Sal B. Corrallo  John C. O'Conor 《Research in higher education》1973,1(1):79-86

  相似文献   

The multiple sources of workplace stress among land-grant university faculty     

Earl Smith  John L. Anderson  Nicholas P. Lovrich 《Research in higher education》1995,36(3):261-282

Workplace stress has received a fair amount of treatment in the research literature over the past decade. What has not been examined, at least not systematically, is this same phenomena inacademe. Our study looked at stress among university faculty at a land-grant university located in the western region of the U. S. Analyses from the self-assessment mail survey (N = 786) reveals that faculty in the Hard Pure Nonlife (e. g., Astronomy, Math, Physics), Hard Applied Nonlife (e. g., Civil Engineering, Nuclear Engineering, Computer Science) and Soft Applied Life (e. g., Education Administration, Special Education) experience more stress than faculty in disciplines such as Hard Pure Life (e. g., Botany, Zoology) and Soft Pure Nonlife (e. g., English, Philosophy, Communications). Careful attention was paid to the different levels of stress reported by male and female faculty, with women professors reporting a higher level of stress than their male counterparts. We provide an assessment and explanation for this finding. Research ends with several proposals for individual faculty, department chairs and academic administrators for addressing the problem of workplace pressure and work overload.  相似文献   

The future direction of schooling     

Christine Halse  Kerry Kennedy  John J. Cogan 《International Journal of Educational Research》2004,41(7-8):584-594

This chapter provides a cross-societal discussion of the findings of the Schooling for the future study, the case studies. It examines why senior educators and policy leaders in each of the six case study societies believe that bureaucratic school systems are the most likely scenario for future even though these are not the most desired. It examines some of the key factors that account for senior educators and policy leaders’ views, and the changes they argue are needed to achieve the desired scenario for the future. The chapter concludes with a discussion of the contribution and the implications of the study for the usefulness of the OECD scenarios as policy tools.  相似文献