The development of ESD-related competencies in supportive institutional frameworks     

Gerhard de Haan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,31(1):315-328

Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’ competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.  相似文献   

Julio Larrea (1904–1987)     

Elba A. Martinez de Larrea 《Prospects》2010,40(4):559-564

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Faculty and student perceptions of outstanding university teachers in the USA and Russia     

William John Lammers  Elena Savina  David Skotko  Maria Churlyaeva 《教育心理学》2010,30(7):803-815

The majority of research that relates teacher characteristics to student learning in the university has come from Western universities. Using various methodologies, research continues to examine the characteristics of outstanding university teachers. Much of that research in the USA assesses faculty and student perspectives. However, there are nearly no cross‐cultural comparisons on this issue. We examined faculty and student perspectives about outstanding university teachers in the USA and in Russia. Faculty members and students at the University of Central Arkansas, Orel State University and Moscow City University rated the qualities of outstanding teachers on the Teacher Behaviors Checklist (TBC). Results showed significant positive correlations for the relative importance of teacher characteristics across the six participant groups. There did not appear to be any substantial differences between the American and Russian counterparts for 21 of the 28 specific teacher characteristics. The comparison of American and Russian faculty and students suggests more universality than cross‐cultural differences in the characteristics of outstanding university teachers.  相似文献   

Reading fluency and speech perception speed of beginning readers with persistent reading problems: the perception of initial stop consonants and consonant clusters     

Patrick Snellings  Aryan van der Leij  Henk Blok  Peter F. de Jong 《Annals of dyslexia》2010,60(2):151-174

This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In addition, after controlling for phonetic similarity Tallal’s (Brain Lang 9:182–198, 1980) fast transitions account of RD children’s speech perception problems was contrasted with Studdert-Kennedy’s (Read Writ Interdiscip J 15:5–14, 2002) similarity explanation. Results showed no specific RD deficit in perceiving fast transitions. Both phonetic similarity and fast transitions influenced accurate speech perception for RD children as well as CA controls.  相似文献   

UNESCO-Afrique: Deuxieme generation     

Gilbert de Landsheere 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(3):288-299

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(2) Education and Training for Hospital Libraries in Belgium     

Countess I.G. Du Monceau de Bergendal 《International Information and Library Review》2013,45(2):209-212

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Editorial     

Erik de Graaff 《European Journal of Engineering Education》2010,35(1):1-2

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“It’s easier to read on the Internet—you just click on what you want to read…”     

Maria Rasmusson  Monica Eklund 《Education and Information Technologies》2013,18(3):401-419

Today’s youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English.  相似文献   

Perceived discrimination and acculturation among Iranian refugees in the Netherlands     

Annet Te Lindert  Hubert Korzilius  Fons J.R. Van de Vijver  Sjaak Kroon  Judit Arends-Tth 《Int J Intercult Relat》2008,32(6):578-588

The relations between perceived discrimination, perceived acceptance of immigrants, acculturation orientations, and acculturation outcomes (psychological and sociocultural adjustment) were investigated in a sample of 232 Iranian refugees in the Netherlands. A good fit was found for a path model with perceived discrimination and perceived acceptance as correlated antecedent variables, acculturation orientations as intervening conditions, and measures of psychological and sociocultural adjustment as outcome variables. Perceived discrimination was the most salient variable in the model and showed significant associations with all outcome measures. Acculturation orientations (partially) mediated the relations between antecedent variables and outcomes. Gender differences were found. Women reported significantly less discrimination, more positive and fewer negative acculturation outcomes than did men. It is concluded that despite the high levels of sociocultural adjustment of Iranian refugees in the Netherlands, perceived discrimination plays an essential role in their acculturation.  相似文献   

Cognitive models: The missing link to learning fraction multiplication and division     

Belinda V. de Castro 《Asia Pacific Education Review》2008,9(2):101-112

This quasi-experimental study aims to streamline cognitive models on fraction multiplication and division that contain the most worthwhile features of other existing models. Its exploratory nature and its approach to proof elicitation can be used to help establish its effectiveness in building students’ understanding of fractions as compared to the traditional algorithmic way of teaching, vis-à-vis the students’ negative notions about learning fractions. Interestingly, the study showed the benefits and drawbacks of using these cognitive models in the teaching and learning of mathematics.  相似文献