继承发扬优良传统 精心打造精品课程——中国地质大学“岩石学”课程发展历程     

桑隆康  马昌前  郑建平  肖龙  周汉文  朱云海  张宁  余淳梅  佘振兵  Roger Mason 《中国地质教育》2009,18(2):75-78

本文回顾了中国地质大学“岩石学”课程自著名的岩石学家、教育家池际尚院士开创至今的59年光辉历程,包括“岩石学”课程开创和奠基（1950～1966）,“文化大革命”的破坏及其后的复苏（1966～1980）、“岩石学”课程全面发展（1981～1996）和面向21世纪“岩石学”课程的新变革、新发展（1997～）等四个阶段。重点叙述了第四阶段在全球化时代背景下,继续继承和发扬重教学、重实践、重改革的优良传统,进一步精心打造“岩石学”精品课程的变革和发展。  相似文献   

Student Achievement and Education Policy in a Period of Rapid Expansion: Assessment Data Evidence From Cambodia   总被引：1，自引：0，他引：1  

Jeffery H. Marshall  Ung Chinna  Puth Nessay  Ung Ngo Hok  Va Savoeun  Soeur Tinon  Meung Veasna 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):393-413

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School quality and learning gains in rural Guatemala     

Jeffery H. Marshall 《Economics of Education Review》2009

I use unusually detailed data on schools, teachers and classrooms to explain student achievement growth in rural Guatemala. Several variables that have received little attention in previous studies – including the number of school days, teacher content knowledge and pedagogical methods – are robust predictors of achievement. A series of decompositions by student ethnicity and type of school shed some additional light on important questions in the Guatemalan context, and beyond. The large indigenous test score gap is not explained by differences in an extensive list of observable features of schools. The large effect for community characteristics suggests peer group effects or more general institutional differences related to services or labor markets. PRONADE community schools are associated with moderate gains vis-à-vis public schools in areas related to utilization of capacity, such as days worked. But these gains are largely offset by lower teacher capacity, which highlights the challenge of improving school quality in poor, rural areas.  相似文献   

Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times     

James D.  Marshall 《Educational Philosophy and Theory》2009,41(1):79-90

In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching ( Marshall, 1975 ), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense.
  It will be argued that in recent (neo-liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. 'Teaching' then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate.  相似文献   

Transformative innovation in peri-urban Asia     

Fiona Marshall  Jonathan Dolley 《Research Policy》2019,48(4):983-992

This paper draws on two case studies from India and China to discuss how and why rapidly urbanizing contexts are particularly challenging for transformative innovation but are also critical sustainability frontiers and learning environments. We argue that lack of understanding and policy engagement with peri-urbanization in its current form is leading to increasing exclusion and unrealized potential to support multiple sustainable urban development goals. Peri-urbanization is often characterized by the neoliberal reordering of space and a co-option of environmental agendas by powerful urban elites. Changing land-use, resource extraction, pollution and livelihood transitions drive rapid changes in interactions between socio-technical and social-ecological systems, and produce complex feedbacks across the rural–urban continuum. These contexts also present characteristic governance challenges as a result of jurisdictional ambiguity, transitioning formal and informal institutional arrangements, heterogeneous and sometimes transient communities, shifts in decision making to distant authorities and the rapid growth of informal market-based arrangements with little incentive for environmental management. These unique features of peri-urbanization may reinforce a lack of inclusion and hinder experimentation, but they can also present valuable opportunities for transformative innovation. This innovation is unlikely to follow the lines of niche management and upscaling but rather should take advantage of peri-urban dynamics. There are possibilities to build new alliances in order to renegotiate governance structures across the rural–urban continuum, to reframe urban sustainability debates and to reconfigure socio-technical and social-ecological systems interactions.  相似文献   

The Use of Epidemiological Methodology as a Means of Influencing Public Policy   总被引：1，自引：0，他引：1  

Keith G. Scott  Craig A. Mason  & Derek A. Chapman 《Child development》1999,70(5):1263-1272

To best influence policymakers, researchers need to provide information and measures of effects that reflect the nature of policy decisions. Specifically, policymakers are often interested in factors associated with changes in the number of cases or rate of disorders in a community. Regression/analysis of variance (ANOVA) models, which focus on the prediction of means, slopes, and variances, do not directly address such questions. In contrast, epidemiological statistics, which focus on differences in proportions of cases, do provide such information. Three epidemiological measures of effect (the risk-ratio, the odds-ratio, and the population attributable fraction) are reviewed; their value as tools for informing public policy is discussed; and examples are provided illustrating their use. Researchers are encouraged to consider adopting an epidemiological perspective as part of their work.  相似文献   

Outcomes‐based Education in South African Curricular Reform: a response to Jonathan Jansen     

Mark Mason 《Cambridge Journal of Education》1999,29(1):137-143

An ‘outcomes‐based education’ (OBE) underlies South Africa's proposed new Curriculum 2005, one of the current government's initiatives to address the legacy of apartheid education. This response to Jonathan Jansen's critical analysis of OBE (Cambridge Journal of Education, 1998, 28, pp. 321‐331) contextualises the shift to an outcomes‐based education within an epistemological framework, drawing on Ryle's distinction between propositional and procedural knowledge. Curriculum 2005 as currently conceived lays a disproportionally heavy emphasis on procedural knowledge. The paper proposes that a less radical version of OBE, in which teachers integrate thoughtfully propositional, procedural and dispositional knowledge, will better address apartheid education's legacy  相似文献   

Off-side front foot drives in men's high performance cricket     

Stuelcken MC  Portus MR  Mason BR 《Sports biomechanics / International Society of Biomechanics in Sports》2005,4(1):17-35

We investigated the techniques used by nine right-handed, international batsmen to perform front foot off-side drives in first class and international matches. All strokes were captured using two synchronised high-speed video cameras; nine were selected for kinematic analysis. These movement sequences were then manually digitised at a sampling frequency of 125 Hz using APAS motion analysis software. The results of this study indicated that the batsmen used movement patterns that enabled important aspects of stroke production, such as the front stride and the downswing of the bat, to be delayed so that additional information from ball flight could be assimilated. Front upper limb segments were constrained to work in a unitary fashion, with the peak horizontal end point speed of each segment occurring almost simultaneously just before impact. It has been suggested that these strategies serve to enhance stroke accuracy. Other aspects of their techniques included a distinctively looped bat path, a front foot placement that occurred only just before impact, and a front ankle that was positioned well inside the line of the ball at impact. Various technical parameters, such as the alignment of the trunk relative to ground and the continuous flow of the bat between the backswing and downswing, were similar to findings in previous batting research. Other characteristics of stroke production not previously addressed, including the path of the bat and the timing of the front stride, may challenge some long held beliefs evident in current coaching literature.  相似文献   

Participation in extracurricular physical activity programs at middle schools     

Powers HS  Conway TL  McKenzie TL  Sallis JF  Marshall SJ 《Research quarterly for exercise and sport》2002,73(2):187-192

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Does Description=Experience? A Fundamental Epistemological Error with Far‐reaching Consequences     

John Mason 《Cambridge Journal of Education》1989,19(3):311-321

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