Bilingual primary schools,decorative art and psychotechnics: Luxembourgian education at international exhibitions and congresses, 1870s–1930s     

Klaus Dittrich 《History of education》2019,48(3):317-335

Building upon an expanding literature on world exhibitions and international conferences as vehicles for the transnational circulation of educational knowledge during the late nineteenth and early twentieth century, this article discusses the participation of Luxembourg at these events. It focuses on three thematic strands: the representation of Luxembourgian education at world exhibitions during the late nineteenth century, when organisers showcased the allegedly advanced state of primary instruction; the activities of the director of the École d’artisans de l’État Antoine Hirsch who took the representation of Luxembourgian education into his hands during the first three decades of the twentieth century; and the Grand-Duchy’s participation in the Seventh Biennial Conference of the World Federation of Education Associations in Tokyo in 1937, when Luxembourgian education was first represented overseas. These episodes reflect the ongoing industrialisation of the country and the growing influence of the steel industry on the educational sector.  相似文献   

Programmes and policies for foreign students and study abroad: the search for effective approaches in a new global setting     

Alan Wagner  Klaus Schnitzer 《Higher Education》1991,21(3):275-288

This paper provides an overview of the issues raised during a 1990 seminar on the effects of programmes and policies for foreign students and study abroad. The seminar was organised by the Hochschul-Informations-System in co-operation with the Organisation for Economic Co-operation and Development (OECD). In particular, this paper addresses those concerns related to national policy and institutional responses in the light of changing patterns of foreign student flows and against the background of the new global economic and political setting.The views expressed are those of the authors and do not commit the organisations or governments concerned.  相似文献   

Book reviews     

Aniko Husti  David Istance  John Lowe  Klaus Klemm  Francine Vaniscotte  Philip Foster  Marie Eliou 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):707-720

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Bookreviews     

Gilbert de Landsheere  Marten Groen  John Biggs  John F. Willatt  David Thomas  Clare Burstall  Robin Russell  J. R. Barr  Gerhard Pause  Donald E. Super  John B. Biggs  Alan C. Purves  Klaus Schleicher  Herbert A. Thelen  Neville Postlethwaite  Börje Holmberg  Kenneth Austwick  Sven Hilding  A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123

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A cognitive model for the evaluation of units of instruction     

Witz  Klaus G.  Goodwin  David R.  Easley  Jack A. 《Instructional Science》1974,3(3):307-326

Instructional Science - This paper describes an approach to the problem of how particular pre-existing systems of cognitive structures in individuals could be brought to bear on the design and...  相似文献   

Observations on the use of three self-instructional,programed foreign language courses     

Irving J. Saltzman  George C. Buck  Klaus H. Bongart 《Educational technology research and development : ETR & D》1965,13(1):53-58

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Framework for Empirical Research on Science Teaching and Learning     

Hans Ernst Fischer  Klaus Klemm  Detlev Leutner  Elke Sumfleth  Rüdiger Tiemann  Joachim Wirth 《Journal of Science Teacher Education》2005,16(4):309-349

In view of the research on education—and subject-related education in particular—that has been conducted in recent years, it would seem useful to describe the current state and future trends of research on science teaching and learning. In the present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education. Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003). Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208.  相似文献   

Who Talks to Whom in Malawi's Agricultural Research Information Network?     

Mariam A.T.J. Mapila  Jason Yauney  Paul Thangata  Klaus Droppelmann  John Mazunda 《The Journal of Agricultural Education and Extension》2016,22(1):7-23

Purpose: The sector-wide approach currently dominates as the strategy for developing the agricultural sector of many African countries. Although recognised that collaborative agricultural research is vital in ensuring success of sector-wide agricultural development strategies; there have been few efforts to understand the dynamics of national agricultural research/development networks in Africa. This study fills this gap by analysing the dynamics of networking and interactions between institutions in the National Agricultural Research System in Malawi. Design/Methodology/Approach: The study sampled actors in the National Agricultural Research System in Malawi, which included the main public agricultural research department, academic institutions, semi-autonomous research institutions, private companies and international agricultural research institutions. Data was analysed using Social Network Analysis. Findings: Results demonstrate that public agricultural research departments play a central coordinating role in facilitating information sharing; with other actors remaining on the periphery. However, it also shows the important role other actors play to relay information to a wider network of stakeholders. These secondary information pathways can play a very crucial role in ensuring successful implementation of the national agricultural research agenda. Practical implication: Policy-makers are called upon to integrate other research actors into the mainstream national agricultural research information network. This is vital as other research actors are, at the global level, increasingly taking up a greater role in financing and disseminating research and research results. Originality/Value: The study contributes greatly towards knowledge needed for continuing the transformation of African agricultural research; and aligning the African agricultural research vision and practice with the emerging global agricultural research paradigm.  相似文献   

REGINA, die Informatik-Kooperation der Region Aachen     

Klaus Pasedach und Andrea Reichel 《Informatik - Forschung und Entwicklung》1999,14(4):227-229

Ohne Zusammenfassung

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REGINA, die Informatik-Kooperation der Region Aachen

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Workshop Sportinformatik     

Jürgen Krug  Klaus Wagner 《Sportwissenschaft》1999,29(3):372-374

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