From savages to capitalists: progressive images of education in the UK and the USA (1920–1939)     

Sjaak Braster  María del Mar del Pozo Andrés 《History of education》2020,49(4):571-595

ABSTRACT

One strand of historical research in education that sails on the waves of the visual turn in history concerns the progressive image of education. A major reference point is an article written in 2007 by Burke and Grosvenor, who, on the basis of the photographic archives of two progressive schools in England, constructed a visual typology of progressive education. After a content analysis of 944 images published in the educational journal The New Era and 1827 images in Progressive Education in the period 1920–1939, it is concluded that this typology is partly adequate for describing a common image of new education in the UK and progressive education in the USA. But it should be extended with two more elements: (a) urban discovery and nature exploration, and (b) cultural-historical representations and recapitulation. In the latter children are first portrayed as ‘primitive savages’ who later become little bankers and shopkeepers in a capitalist economy.  相似文献   

Conflict Management in Pre-schoolers: A cross-cultural perspective La Gestion des Conflits chez les Enfants d'Age Pre´scolaire: Une perspective interculturelle Gestio´n de Conflictos en los Preescolares: Una perspectiva inter-cultural     

José A. Sánchez Medina  Virginia Martínez Lozano  Paul P. Goudena 《International Journal of Early Years Education》2001,9(2):153-160

The aim of the present article is to study of role that cultural differences play in peer interactions. We analysed children's behaviour during play, focusing on the conflicts that took place among pre-schoolers during leisure time, comparing the results obtained between children from Andalusia and Holland. We found a tendency for Andalusian children to prioritise the maintenance of the interaction above personal objectives, as well as a more marked interest in the Dutch pre-schoolers in conserving their own point of view before others, regardless of the possibility of disrupting the activity. Our explanation of the results was supported by consideration of peer interactions as peer cultures, which at the time of producing one's own social order reproduce the order of the adult culture in which they are developing. The influence of the collective - individualistic dimension as centre of important differences between the two cultures completes our argument. Le présent article a pour but d'étudier le rôle des différences culturelles dans l'interaction entre enfants du même âge. Nous avons analysé le comportement d'enfants en train de jouer, en nous concentrant sur les conflits qui se produisaient entre enfants d'âge préscolaire pendant leurs loisirs, et en comparant les résultats obtenus pour des enfants d'Andalouise et de Hollande. Nous avons trouvé que les enfants andalous avaient tendance à donner la priorité à la sauvegarde de l'interaction plutôt qu'à leurs objectifs personnels, tandis que les petits hollandais montraient un intérêt plus marqué envers le maintien de leur point de vue par rapport aux autres, sans se préoccuper de la possibilité de perturber l'activité. L'explication des résultats a été appuyée en considérant les interactions d'enfants du même âge au sein de leur groupe, qui, au moment de la production de leur propre ordre social, reproduisent l'ordre de la culture adulte dans laquelle ils se développent. L'influence du collectif - la dimension individualiste en tant que centre de différences importantes entre les deux cultures - complète notre argument. El objectivo del presente artículo es estudiar el papel que las diferencias culturales juegan en Las interacciones entre iguales. Estudiamos el comportamiento de los niños durante el juego centrándonos en los conflictos que tuvieron lugar entre preescolares a la hora del recreo, comparando los resultados obtenidos entre niños de Andalucía y de Holanda. Descubrimos que había una tendencia en los niños andaluces a priorizar el mantenimiento de la interacción por encima de los objetivos personales, así como un interés más marcado en los preescolares holandeses por conservar su propio punto de vista frente a los demás, sin tener en cuenta la posibilidad de trastornar la actividad. La explicación de los resultados apoyó en la consideración de las interacciones entre iguales, como en cursiva, donde los niños, a la vet de producir que en el momento un producir el orden social propio, reproducen el orden de la cultura adulta en la que se desarrollan. La influencia de la dimensión colectivismo-individualismo como ejc de importantes diferencias entre ambas culturas completa nuesta argumentación.  相似文献   

Which New Forms of Television Advertising Are Most Strongly Recalled? A Quantitative Analysis     

María Arrazola  José de Hevia  Pedro Reinares 《Journal of Media Economics》2016,29(4):153-166

In recent years the loss of effectiveness of television advertising based on traditional spots has led to the development and consolidation of new forms of advertising. In this article, the authors analyze the recall effectiveness of three new television advertising formats (television billboards, internal telepromotions, and external telepromotions). We use a representative sample of Spanish television audiences to compare the advertising recall generated by each new form of advertising. The empirical analysis, carried out by means of a probit model, shows that television billboards generate better recall than external or internal telepromotions.  相似文献   

Beyond English hegemony: language,migration and Appalachian schools     

Rosalind Raymond Gann  Brenda Pennington Dean  Joaquín Márquez 《Changing English: An International Journal of English Teaching》2005,12(3):431-441

Co‐authored by an academic who has worked in ESL teacher improvement programmes under the No Child Left Behind Act, an assistant director of an Appalachian school district, and a trilingual translator and teacher who works with indigenous Mexican populations, this article is narrated in the voice of the first author. The essay addresses how teachers in a Tennessee school district have learned to engage new English speakers and how existing ‘English only’ law affects the process. Contrasting today's immigrants with those of the past, the narrator relates her experience of working with Purépecha children in Morristown and considers the perils of stereotyping others' literacy. The children's comfort with speaking English is affected by their awareness that, as undocumented people, they and their families do not enjoy full citizenship.  相似文献   

Comparing university performance by legal status: a Malmquist-type index approach for the case of the Spanish higher education system     

de la Torre  Eva M.  Gómez-Sancho  José-María  Perez-Esparrells  Carmen 《Tertiary Education and Management》2017,23(3):206-221

New public management and increasing levels of competition driven by global rankings are bringing the managerial practices of public and private higher education institutions closer together. However, these two types of institutions still maintain different objectives and traditions and enjoy different degrees of autonomy that are reflected in their internal organisational structures. We study the relative efficiency and productivity performance of private and public universities in Spain through two adaptations of the Malmquist Index. Results show that, in 2009/2010, the greater flexibility of private universities meant a better adjustment between inputs and outputs in the private sector. However, in 2013/2014, public universities had caught up with private universities. Because of the economic crisis, the inputs of public universities have decreased, but this decrease had not fully impacted their results in 2013/2014.  相似文献   

Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School     

María-José Terrón-López  Paloma-Julia Velasco-Quintana  María-José García-García  Jared R. Ocampo 《European Journal of Engineering Education》2017,42(6):1113-1127

A unified academic model based on the project-based learning (PBL) methodology was implemented, in the 2012–2013 period, in the School of Engineering at Universidad Europea de Madrid. The purpose of this paper is to explore whether teachers and students participating in the capstone projects feel that the objectives for which this methodology was designed for are being achieved. The data were collected through interviews to participants at the end of the PBL experience. The results are encouraging, as students seem to be more motivated, and they say that they are experiencing deeper learning, and have developed key competitive skills required for their professional lives. Findings also suggest that teachers face positively the PBL as a learning approach since they perceive that students obtain a deeper learning, develop transversal skills with the projects and are more engaged with their studies. Implications and recommendations for the future of the model are also discussed.  相似文献   

What is the key to academic success? An analysis of the relationship between time use and student performance / ¿Dónde está la clave del éxito académico? Un análisis de la relación entre el uso del tiempo y el rendimiento académico     

Carmen Díaz-Mora  Juan A. García  Arturo Molina 《Cultura y Educación》2016,28(1):157-195

University students’ use of time is one of the most relevant inputs to their education process. The aim of this work is therefore to explore the effect that the time spent on different academic and non-academic activities (collected using a diary) has on student performance, in order to determine which of these activities improve students’ marks. Moreover, we investigate the role of quality variables such as study skills. Using a sample of undergraduate business students, we find that academic activities such as doing assignments in teams, attending university lectures and self study have significant positive effects on students’ marks. It is thus concluded that to improve academic performance it is not only the quantity of time that matters but also quality aspects like the ability to schedule.  相似文献   

Book reviews     

Alphons Silbermann  Michael R. Eraut  Marcel Danesi  H. S. Bhola  Pablo Latapí  Robert Balfanz  Jacques Fijalkow  Helmut Stolz  James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(2):279-292

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Preventing and reducing school violence: development of a Student and Family Office—a pilot study     

Patrícia Gouveia  Isabel Leal  Jorge Cardoso 《Educational Psychology in Practice》2019,35(1):67-81

This study introduces a pilot project—the creation of a Student and Family Office to reduce school violence—and suggests the benefits of the combined use of different strategies to decrease peer aggression and victimisation. The programme was implemented over a two-and-a-half-year period and included 132 Portuguese adolescents attending the third cycle of basic education. A considerable number of problematic situations, previously reported by students, changed after SFO intervention.. The results suggest that the local (universal and multimodal) intervention programme contributed to a decrease in harassment, coercion and aggressiveness, victimisation and reactive overt aggression rates, and also promoted the social and personal skills essential for successful interpersonal dynamics and peer conflict interventions. The implications for practice are discussed.  相似文献   

A study of writing mechanisms in Spanish primary education children / Estudio de los mecanismos de escritura en niños españoles de Educación Primaria     

Nagore González-Martín  Paz Suárez-Coalla  Olivia Afonso  Fernando Cuetos 《Infancia y Aprendizaje》2017,40(1):88-119

Several studies performed on deep orthography systems reveal variables that influence writing latencies that occur over the course of learning. In transparent orthographies such as Spanish there are very few studies on writing that measure latencies and duration. The aim of this present study was to take a more in-depth look at knowledge of the writing mechanisms used by Spanish children in primary education, by studying the errors, latencies and duration of the writing of words. To do this, sixty children performed a copying task and a dictation task with regular words of different frequency and length. The obtained results show changes in the writing mechanisms used by the children as they became more expert, as indicated by the greater effect of word length in the first years of primary. This word length effect is a more determining factor with regard to the number of letters in words than for the number of syllables. These results hold important implications for the teaching of writing in Spanish.  相似文献