Uneducating South Africa: The failure to address the 1910–1993 legacy     

Johannes W. Fedderke  Raphael de Kadt  John M. Luiz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,6(3):257-281

This paper analyses various data on the South African schooling system since 1910. The data collected for the study cover a wide range of education indicators, from pupil enrolments, pupil teacher ratios, real expenditure (aggregate and per capita), matriculation pass rates, to some indicators of the quality of matriculation passes. The authors provide an indication of both inputs into and outputs of the educational system. In broad terms, the data indicate that from an educational perspective South Africa followed a modernisation trajectory that, although it drew ever larger numbers of pupils into the schooling system, was partial, distorted and fundamentally dysfunctional. The educational process was strongly affected by racial factors. To the extent that education is an important determinant of long run growth performance of economies, this implies that South Africa's educational policies were inimical to its long run growth.  相似文献   

State formation and the rise of elementary education at the periphery of Europe: the cases of Finland and Turkey 1860–1930     

Johannes Westberg  Ayhan İncirci  Merja Paksuniemi  Tuija Turunen 《Journal of educational administration and history》2018,50(3):133-144

This article addresses the role of the state and state formation in the establishment of national education during the nineteenth century and early twentieth century. Through a comparative case analysis of two countries at the European periphery (Finland and Turkey), this article shows how national educational systems, in both instances, were driven by periods of intense state building. In the nineteenth century, military defeats sparked educational reforms, and in the early nineteenth century school laws were enacted due to the establishment of the republics of Finland and Turkey. Nevertheless, these examples also show the limits of a state formation perspective. Despite changes in educational policy, neither state reached high enrolment levels in the nineteenth century, and only in Finland schooling for all was realised in the 1930s. Thus, this work encourages further comparative analyses of the social, economic and political circumstances in which these states acted.  相似文献   

Paradigms Regained: Toward Integrating Objectivism and Constructivism in Instructional Design and the Learning Sciences     

Johannes Cronjé 《Educational technology research and development : ETR & D》2006,54(4):387-416

This article proposes a model that integrates the traditionally conflicting objectivist and constructivist approaches to instructional design. I argue that these two approaches are complementary rather than oppositional. I present and analyze two learning programs in order to show how learning events can contain both objectivist and constructivist elements. By plotting the two approaches at right angles to one another, I produce four quadrants which I then discuss and explain. What fallows after that is a discussion of comments that were received from members of a prominent instructional technology mailing list about the feasibility of the model. Finally I present two case studies. The first describes a two-day workshop that was designed to be high on both axes, while the second shows how the model could be used as a decision-making tool. Initial findings suggest that it is both feasible and useful to plot objectivism and constructivism at right angles to one another rather than at opposite ends of a continuum.  相似文献   

Linkage within teacher education: cooperative learning of teachers and student teachers     

Nicole Kimmelmann  Johannes Lang 《欧洲师范教育杂志》2019,42(1):52-64

The close linkage between different institutions is widely recognized as a method of improving teacher education. This paper introduces an attempt to link university teacher training programmes with further teacher education thereby showing the benefits of the approach and factors influencing its success. To enable teachers and student teachers to participate, a blended learning course programme was designed. The findings presented in this article are based on a course evaluation comprising data from 19 teachers and 88 student teachers. The findings indicate that teachers and student teachers benefit in many ways through cooperative learning. For example, both groups appreciated having multiple perspectives and the opportunity to exchange their experiences and opinions. Communication and interaction between teachers and student teachers is significant to make cooperative learning successful. Adequate communication and interaction, satisfying for both participant groups, are crucial for the success of this approach.  相似文献   

Handwriting fluency and the quality of primary grade students’ writing     

Skar  Gustaf B.  Lei  Pui-Wa  Graham  Steve  Aasen  Arne Johannes  Johansen  Marita Byberg  Kvistad  Anne Holten 《Reading and writing》2022,35(2):509-538

Reading and Writing - Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest...  相似文献   

Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math     

Tatiana Melguizo  Johannes M. Bos  Federick Ngo  Nicholas Mills  George Prather 《Research in higher education》2016,57(2):123-151

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高等教育全球化的挑战——学术研究者视野中的德国博洛尼亚进程   总被引：2，自引：0，他引：2  

Johannes Wildt 《高等教育研究》2007,(12)

"博洛尼亚进程"是29个欧洲国家的教育部长于1999年在意大利博洛尼亚提出的欧洲高等教育改革计划,旨在保证欧洲高等教育的质量,建立统一的欧洲高等教育体系。为了应对高等教育全球化的挑战以及适应工业社会向知识社会转变的形势,德国大学围绕提高高等教育的质量推行了一系列改革措施,建立了新的质量保证和质量管理体系,调整了新的公共管理策略;重组了整个课程体系,革新教学观念和教学方式,实现了从以教师为中心到以学生为中心的教学方式和学习方式的转变;开展大学教师教学发展项目,提升大学教师的教学能力。  相似文献   

Future is always contingent     

Sarah Kehde  Johannes Tschapka 《Educational Philosophy and Theory》2020,52(8)

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Wann sollten computerbasierte Verfahren zur Messung von Kompetenzen anstelle von papier- und bleistift-basierten Verfahren eingesetzt werden?     

Andreas Frey  Johannes Hartig 《Zeitschrift für Erziehungswissenschaft》2013,16(1):53-57

Currently, competencies are mostly assessed with paper and pencil tests. Nevertheless, for some competencies, using paper and pencil tests is problematic for three reasons. For (a) competencies requiring complex interactions under time constraints, (b) complex competence constructs, and (c) competencies requiring using a computer, a computer-based assessment provides several advantages compared to a paper and pencil-based assessment. Nevertheless, none of the two testing media is superior to the other in a general way. Thus, the testing medium which provides the best opportunities for a proper operationalization of the competence construct at stake should be selected. If both paper and pencil and computer seem applicable for measuring a competence construct, precisely costing out and comparing the two alternatives is recommended. Within this comparison, not only the additional costs caused by using computers but also the specific costs of paper and pencil-based assessment should be considered.  相似文献   

Attentional Mechanisms in Sports Via Brain-Electrical Event-Related Potentials     

Johannes Hack  Andre Rupp  Daniel Memmert 《Research quarterly for exercise and sport》2013,84(4):727-738

In this study, we examined attention processes in complex, sport-specific decision-making tasks without interdependencies from anticipation. Psychophysiological and performance data recorded from advanced and intermediate level basketball referees were compared. Event-related potentials obtained while judging game situations in foul recognition and a control task provided insight into focus of attention, selective attention, and processing strategy (top-down vs. bottom-up). Results showed task-specific effects for advanced referees in components influenced by attentional focus and selective attention. Experts also seemed to profit from superior top-down strategy and were able to evaluate the stimuli more rapidly. These findings are discussed in connection with current models in neurosciences and theories of referee research.  相似文献