Editorial     

Jér?me Rossier 《International Journal for Educational and Vocational Guidance》2012,12(2):87-89

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PROPOSITIONAL STRUCTURE AND ILLOCUTIONARY FORCE     

j. r.  cameron 《Philosophical Books》1979,20(3):142-144

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Ethics and Problems of the 21st Century     

r. l.  clark 《Philosophical Books》1980,21(4):237-239

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How do teachers in Ireland and England conceptualise dyslexia?     

Sheena Bell  Thérèse McPhillips  Mary Doveston 《Journal of Research in Reading》2011,34(2):171-192

This paper presents the findings of a comparative study using data from questionnaire surveys carried out in England (n=57) and Ireland (n=72). The researchers examine how teachers and teaching assistants who are currently teaching pupils with dyslexia in primary schools describe dyslexia and what may have influenced their conceptualisation. The paper examines teachers' responses both in terms of how they view their pupils presenting difficulties in the classroom, and how far they link these to underlying differences in cognitive processing. The researchers suggest ways in which this might influence their teaching in terms of methodology. Findings have been mapped to the Morton and Frith causal modelling framework. The implications of these findings for the training and support of teachers are discussed in the light of recent national initiatives to improve the teaching of dyslexic pupils in both countries.  相似文献   

Technology in Support of Collaborative Learning   总被引：1，自引：0，他引：1  

Paul Resta  Thérèse Laferrière 《Educational Psychology Review》2007,19(1):65-83

This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research gaps and issues that may help focus future research in this emerging field of study.

Paul RestaEmail:

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Overeducation on the Belgian labour market: evaluation and analysis of the explanatory factors through two types of approaches     

Güngör Karakaya  Robert Plasman  François Rycx 《Compare》2007,37(4):513-532

This paper examines the incidence and determinants of overeducation in the Belgian private sector. Two different approaches are used to define overeducation by means of data on characteristics of employees and employers. Using the 1995 Structure of Earnings Survey, between 22% and 24% of the workforce is found to be overeducated. Results support the idea that employers view labour market experience as a substitute for formal education. They also show that male workers and people employed in state‐owned firms are less affected by overeducation. Further results suggest that the size of the establishment has a very weak (negative) impact on overeducation.  相似文献   

Voices of home and school on democracy and human rights education at the primary level: a case study     

Kerim Gündo?du  Ali Y?ld?r?m 《Asia Pacific Education Review》2010,11(4):525-532

The purpose of this research was to investigate the perceptions of home and school concerning ideally implemented primary democracy and human rights education. In this qualitative study, data were collected from six voluntary classroom teachers and 16 parents in a selected school through interviews. The results of the interview yielded five major themes: physical and environmental issues, instructional process, teacher characteristics, assessment practices, and communication patterns for teaching democracy and human rights ideally. Most of the participants also indicated the lack of partnership between home and school. The results showed that there are gaps between the existing and desired conditions of democracy and human rights education in schools.  相似文献   

PolarityRank: Finding an equilibrium between followers and contraries in a network     

Fermín L. Cruz  Carlos G. VallejoFernando Enrı´quez  José A. Troyano 《Information processing & management》2012

In this paper we present the relevance ranking algorithm named PolarityRank. This algorithm is inspired in PageRank, the webpage relevance calculus method used by Google, and generalizes it to deal with graphs having not only positive but also negative weighted arcs. Besides the definition of our algorithm, this paper includes the algebraic justification, the convergence demonstration and an empirical study in which PolarityRank is applied to two unrelated tasks where a graph with positive and negative weights can be built: the calculation of word semantic orientation and instance selection from a learning dataset.  相似文献   

Understandings of current environmental issues: Turkish case study in six teacher education colleges     

Mustafa Çakır  Serhat İrez  Özgür Kıvılcan Doğan 《Educational studies》2010,36(1):21-33

The purpose of this study is to profile future science teachers’ understandings of current environmental issues in the context of an education reform in Turkey. Knowledge base and understandings of elementary and secondary prospective science teachers about biodiversity, carbon cycle, global warming and ozone layer depletion were targeted in the study. Questionnaire surveys developed for this purpose were adapted and used in this investigation. The questionnaires were administered to 360 participants in six universities. Analysis involved frequencies, percentages and comparing means for students majoring in elementary and secondary science teaching. Analysis of variance for differences among majors and responses to different issues are also included. Findings are compared and contrasted with the previous research in other countries. The study has implications for the prospective preparation of teachers and the future of environmental literacy movement in Turkey.  相似文献   

How bilingual is bilingual? Mother-tongue proficiency and learning through a second language     

Zeliha Yazıcı  Philip Glover 《International Journal of Early Years Education》2010,18(3):259-268

In a bilingual context, the mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. There is a complex relationship between these three areas. Support for children receiving education through a second language is often in the form of additional learning opportunities in the second language. However, first-language competence has been shown to affect learning in the second language. This paper looks at pre-school migrant children in a bilingual context and investigates the nature of the children's bilingualism. Findings show that they do not have the same level of mother-tongue competence as children brought up in their country of origin. The paper goes on to consider the reasons for these differences in mother-tongue competence and possible responses. The paper concludes that for these children, nursery education in the mother tongue could raise levels of competence in the second language and increase wider educational opportunities, as well as contributing to mutual respect, social cohesion and harmony. There is a complex relationship between mother-tongue development, children's self-esteem, educational opportunities and second-language learning. This paper considers how this complex relationship affects groups of children in four European contexts: Turkey, Norway, Germany and Austria.  相似文献