The progress of disadvantaged pupils in cognitive and affective processes by means of a specially tailored curriculum in physical science     

Joseph Menis 《Studies in Educational Evaluation》1981,7(3):267-274

This is the first time in Israel that an inclusive physical science curriculum, based on problems and phenomena of everyday life of school children, has been devised and tried. Through this curriculum we have succeeded both in teaching scientific concepts and in bringing about improvement in certain capacities of scientific thinking and in the attitudes to science among disadvantaged children in school. It is our belief that the approach exemplified by our curriculum can contribute to raising the level of personal and cultural achievement in this population of school children.  相似文献   

Examining the effects of mixed and non-digital gamification on students' learning performance,cognitive engagement and course satisfaction     

Shen Qiao  Susanna Siu-sze Yeung  Zamzami Zainuddin  Davy Tsz Kit Ng  Samuel Kai Wah Chu 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):394-413

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Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension     

Shen Qiao  Yingyi Liu  Susanna Siu‐sze Yeung 《Journal of Research in Reading》2021,44(1):189-209

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Constraints and Challenges on Learning and Construction of Identities at Work   总被引：1，自引：0，他引：1  

Kaija Collin  Susanna Paloniemi  Anne Virtanen  Anneli Eteläpelto 《Vocations and Learning》2008,1(3):191-210

This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N?=?1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly social in nature among employees as well as students. Therefore, we suggest that the most necessary conditions for workers’ and students’ learning are related to the feeling of “weness” that arises from individuals’ active participation in the social community.  相似文献   

Challenges in the Integration of Multimedia by History Teachers in the North West Province of South Africa     

Susanna Jacoba Bester 《Africa Education Review》2016,13(3-4):32-48

Today’s learners are born into a multimedia world and feel quite comfortable in an electronic learning environment. The high-quality sound, realistic colour images, graphics, narrations, real-time recordings and full motion videos from multimedia, which are integrated in History lessons, are what the learners of today want and need in their learning. In the study on which this article is based, efforts were made to determine the extent to which Intermediate Phase History teachers (Grade 4-6) of schools in the townships and rural areas in and around the Klerksdorp, Rustenburg and Vryburg districts of the North West Province of South Africa were willing to utilise multimedia in their History (Social Science) lessons. The challenges these History teachers experienced when they were faced with the application of multimedia in their lessons are also highlighted. In the last part of the article recommendations are made to serve as future suggestions for History teachers to apply multimedia in the teaching of the subject.  相似文献   

Politics of digital learning—Thinking education with Bernard Stiegler     

Susanna Lindberg 《Educational Philosophy and Theory》2020,52(4):384-396

Abstract

Bernard Stiegler is known as a leading philosopher of technics. He has developed an original interpretation of technics as an externalized epiphylogenetic memory that (1) remembers in the place of the human being, who appears therefore as a forgetful being and (2) is collective and constitutes a technological community, that is different from any ethnical-political community. Stiegler has also examined the social and political consequences of contemporary technology. Technics are not neutral. Contemporary digital technologies claim to inform but more fundamentally they produce pulsions in a way that is destructive to psychic and collective individuation and leads to a generalized proletarianization, where the problem is not biopower or capitalism but lack of attention and desire. Can the digital world become a new public space? Stiegler is quite pessimistic, but in principle, to some extent, it is possible to seize and convert ‘the means of memory production.’ Stiegler's insights are invaluable in the task of evaluating new learning technologies, because he analyzes political community from the double point of view of technology, and of the care of younger generations. In this article, I present Stiegler's philosophical theory and show how it can be applied to education and digital learning environments.  相似文献   

How schools and students respond to school improvement programs: The case of Brazil's PDE     

Martin Carnoy  Amber K. Gove  Susanna Loeb  Jeffery H. Marshall  Miguel Socias 《Economics of Education Review》2008

This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment.  相似文献   

“Poetry is happening but I don't exactly know how”: Literacy Subject Leaders’ perceptions of poetry in their primary schools     

Andrew Lambirth  Sarah Smith  Susanna Steele 《Literacy》2012,46(2):73-80

Evidence suggests (Ofsted, 2007) that the role of the Subject Leader is crucial in how well poetry is taught in schools. This paper attempts to provide some insights on “what it is like” to coordinate poetry teaching in a primary school. Some of the data confirm elements of the findings from earlier research on the state of poetry in schools, particularly concerning space in the curriculum, teacher subject knowledge and personal interest in poetry. However, we attempt to show that, much to the surprise of some of the Subject Leaders, where poetry teaching in the participants’ schools was perceived to be successful it was often nourished by the combined enthusiasm and ‘zeal’ of the teachers and children experiencing poetry together, which in turn was maintained by an empowering synergy of professional/personal pleasure and engagement with poetic texts experienced by some of the teachers while in school.  相似文献