It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein’s On Certainty to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students’ needs and development level in order to foster a culture of error that begins by distinguishing error from anomaly, which constitutes a practical as well as conceptual necessity particularly in Child and Primary Education, as it is just then when anomalies most frequently arise in the form of questions and answers. 相似文献
Zusammenfassung In diesem Artikel mochten wir einerseits die umstrittene Langewel‐lentheorie beschreiben, die in wirtschaftlichen Kreisen vom Scheinwerfer des Interesses beleuchtet wird. Dabei schenken wir der ebenso umstrittenen Erklärungstheorie Schumpe‐ters fur diese Langewelle unsere besondere Aufmerksamkeit.
Wir legen uns anderseits die Frage vor, ob ein Zusammenhang besteht zwischen dieser Langewelle und den Möglichkeiten, über die man während einer festgesetzten Periode verfügt, um gewisse Innovationen bei der Lehrerbildung einzuführen, zu realisieren und besonders die Kosten dafür zu tragen.
Wir versuchen, unsere Annahme, ‘dass tatsächlich ein solcher Zusammenhang besteht’, zu erläutern mit einer Beschreibung einiger Auffallenden Gegebenheiten der Evolution der (west) deutschen Lehrerbildungen gegen den Hintergrund der Langewelle.
In weiteren Untersuchungen werden wir versuchen, diese provisorisch verfasste aber verantwortbare Annahme zu überprüfen und nachzuweisen. Im Interesse der Sache wäre es zu begrüssen, wenn auch andere Forscher die Folgen fur die Integration der Lehrerbildungen studieren mochten. Wir glauben, eine solche Untersuchung könne gesellschaftlich relevant sein. 相似文献
Research Findings: Two longitudinal studies are reported examining the effects of full-time day care in Mapuche and non-Mapuche families in Chile. First, the Magellan-Leiden Childcare Study (MLCS) used a sample of 95 mothers with children younger than 1 year old (n = 36 in day care). Second, we partially cross-validated our results in a large and representative sample of 10,723 mothers and their children from the Chilean Encuesta Longitudinal de la Primera Infancia (Early Childhood Longitudinal Survey). In both studies, the quality of care for children provided at home was measured with the Home Observation for Measurement of the Environment. In the MLCS study, additional indicators of the mother–child relationship were measured. Day care was not negatively associated with the mother–child relationship and maternal sensitivity, compared to maternal care, or with the quality of the home environment. Positive changes in attachment security were found in Mapuche children who attended day care centers. Practice or Policy: We were able to confirm that type of care was not differentially associated with quality of the home environment. 相似文献
This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low-SES backgrounds. This study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools’ student populations. For instance, the problem of ‘parental contact’ referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers. 相似文献
Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
Presently, most Higher Education policy issues that are debated in Chilean society revolve around the question of the type of relations that should connect the Higher Education system with the state and society.During the 1980–1990 period, Chilean Higher Education underwent drastic changes under a Military Government, directed to the achieving of three main goals: to open-up the Higher Education system, to differentiate its institutional structures, and to partially transfer the cost of state-financed institutions to the students and/or their families (cost recovery) thus forcing these institutions to diversify their funding sources.As a result of the 1980 reforms, both the institutional composition and the financing of Higher Education experienced dramatic changes. New establishments mushroomed. In turn, the rapid increase in the number of institutions resulted in three major effects:first, Higher Education became private-dominant in the non-university levels and has now a dual public/private nature at the university level;second, establishments grew more regionally dispersed but overall enrolment distribution changed in the direction of a still higher concentration in the capital city;third, creation of new entrance opportunities shows an increasing over-extension with respect to enrolment demand. Also funding of Higher Education was drastically altered by the 1980 reforms. Incremental funding was replaced by a diversified funding system which contemplates the employment of four different mechanisms: public institutional core funding, competitive public allocations rewarding institutions that enrol the best students, a Government financed student-loan scheme, and competitive financing of research projects.A new, democratically elected Government was established in 1990. Its Higher Education policies include three major objectives: to fully restore institutional autonomy cancelling all measures of governmental intervention and reinstating the right of faculty members to freely choose their authorities and provide for the self-government of public universities; to increase public spending without changing the diversified-funding approach adopted by the former Government, and to change the legal framework of Higher Education with the aim of introducing more stringent accreditation and evaluation procedures and institutional accountability. 相似文献
The first important monograph describing the battered child syndrome was written in 1860 by Ambroise Tardieu, a French forensic physician. Here is a translation of his article, published in the Annales d'hygiene publique et de medecine legale, with the title "Etude medico-legale sur les sevices et mauvais traitements exerces sur des enfants." The first part of his article is entirely translated. A brief summary of the 32 cases report described by Tardieu in the second part of his article is presented. 相似文献
