Dynamic Forces in Educational Development: A long-run comparative view of France and Germany in the 19th and 20th centuries     

Claude Diebolt  Louis Fontvieille 《Compare》2001,31(3):295-309

Since World War II, much of the economic growth literature has focused on the contribution of human capital to national development. Two assumptions have remained largely unexamined: (i) economic stability results from economic growth, and (ii) investments in human capital result in economic growth ( ceteris paribus ). This paper questions this education-stability link by examining longitudinal data from France and Germany across 170 years. Results indicate that human capital investment prior to 1945 was a response to economic growth. It is only since 1945 that human capital investments appear to drive economic growth. A shift since 1973 leads to doubts as to whether the post-war human capital-driven growth is being sustained. The results raise the question of whether human capital investment might not be as much a consequence as it is a cause of economic stability in the course of time.  相似文献   

Learning moves home     

Karen Kurotsuchi Inkelas  William J. Zeller  Rena K. Murphy  Mary L. Hummel 《About Campus》2006,10(6):10-16

Residence halls at large institutions are increasingly becoming sites for powerful undergraduate learning experiences. A study of living‐learning programs at four research universities—the prelude to a nationwide project—tells an important story.  相似文献   

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being     

Stephen R. Earl  Ian M. Taylor  Carla Meijen  Louis Passfield 《Psychology in the schools》2019,56(6):1004-1022

Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F_4,540 = 7.03; p < 0.001; η_p² = 0.05), well‐being (F_8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; η_p² = 0.24) and lowest ill‐being (F_8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, η_p² = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.  相似文献   

Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population     

Dave A. Louis  Keisha V. Thompson  Patriann Smith  Hakim Mohandas Amani Williams  Juann Watson 《The Urban Review》2017,49(4):668-691

Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy.  相似文献   

Teleconferencing in student teacher supervision     

William K Cross  Peter J Murphy 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(1):41-51

Demands for accountability, tighter fiscal policies and political pressures required many post-secondary institutions in the early 1980s to seek new strategies for improving their cost efficiency. Advances in communication technology were perceived by some institutions as a means of maintaining and even diversifying services at minimal cost. Although positive economic returns often appeared attractive, educational benefits were frequently less than anticipated. Misunderstanding, poor communication and insufficient information, as well as professional conservatism, resistance to change and support for traditional practices, tended to prevent contemporary communication systems from being applied extensively in higher education.  相似文献   

The Trial of Socrates*     

Louis Goldman 《Educational theory》1989,39(2):183-187

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A Motivated Exploration of Motivation Terminology   总被引：1，自引：0，他引：1  

Murphy PK  Alexander PA 《Contemporary educational psychology》2000,25(1):3-53

The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achievement or academic development. Having identified these terms with the help of experts in the field of motivation, we wanted to document how motivation researchers defined and used these terms within their programs of research. To accomplish these purposes, over 120 achievement motivation articles were reviewed, and 68 met the criteria for inclusion. Various aspects of these studies, including definitions of terminology, framing variables (e.g., age/grade or domain/task), as well as patterns in language use were charted and analyzed. Based on these analyses, we derived several interpretations, extracted conceptual definitions, and overviewed specific conceptual issues relevant to emerging trends in motivation terminology. Finally, implications for future research and practice are forwarded. Copyright 2000 Academic Press.  相似文献   

Primary pupils' and teachers' use of computers at home and school     

Colette Murphy  Jim Beggs 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(1):79-83

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Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations     

Karen Murphy  Shane Barry 《Assessment & Evaluation in Higher Education》2016,41(2):213-227

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.  相似文献   

Technology Knowledge and Use: A Survey of Science Educators     

Odom  A. Louis  Settlage  John  Pedersen  Jon E. 《Journal of Science Education and Technology》2002,11(4):391-398

The purpose of this study was to determine the current state of technology use and know-how among members of the Association for the Education of Teachers in Science. A web-based survey site and an e-mail merge invited members to participate in the study. The survey examined the differences between current and desired levels of knowledge about using technology as an instructional tool, to support research, to enhance productivity in classroom applications, and to enhance data collection and analysis. Large mean differences about using technology as an instructional tool were found, including: (1) teaching students at a distance, (2) database applications, and (3) desktop publishing. Small mean differences were found for telecommunications and word processing.  相似文献