Paragons of Virtue: teachers’ conceptual understanding of high ability in an egalitarian school system     

Roland S. Persson 《High Ability Studies》1998,9(2):181-196

Recent research suggests that teachers are useful in identifying high ability, provided they have some advance guidelines on how such identification should be operationalized and why. But how do teachers in an egalitarian school system, with neither specific knowledge nor guidelines, conceptualize and make provision for highly able pupils? A total of 232 teachers, representing all levels of the Swedish comprehensive school system, were questioned on different aspects of their conceptual understanding of talented pupils. Answers were given as brief written statements, and the data submitted to a content analysis which resulted in four cluster matrices. This showed that teachers can identify high ability fairly accurately with regard to cognitive attributes and personality characteristics, but fail to understand the socio‐emotional dynamics. Thus, highly able pupils appeared to have been regarded as ‘paragons of virtue’ possessing the social attributes of the teachers ‘ideal pupil’.  相似文献   

Reproduction of social class in the teaching and learning of science in urban high schools     

Professor Kenneth Tobin  Gale Seiler  Edward Walls 《Research in Science Education》1999,29(2):171-187

The study examines the teaching and learning of science in an urban high school characterised by African American students from conditions of relative poverty. An interpretive study was undertaken involving a research team that included the teacher in the study and a student from the school. Despite the teacher's effort to enact a curriculum that was transformative the students resisted most of his efforts to enhance their learning. The study highlights the difficulties of engaging students when they lack motivation to learn and attend sporadically. In an era of standards-oriented science in which all students are expected to achieve at a high level, it is essential that research identify ways to tailor the science curriculum to the needs and interests of students.  相似文献   

New Signal Flow Graph Topological Formulas for Linear Active Networks     

Roland R. Mielke 《Journal of The Franklin Institute》1978,305(3):143-159

Topological analysis of the signal flow graph associated with the hybrid system of equations for a linear active or passive electrical network for which the element admittance matrix exists and is diagonal is considered. First, the term cancellation which occurs in Mason's topological formulas is investigated. Necessary and sufficient conditions on the signal flow graph topology such that a term in the expansion of the graph determinant and cofactors either cancels out with another term in the expansion or does not cancel are established. Properties of the associated network which result in non-cancelling terms are given and the number of non-cancelling terms is determined. Second, new signal flow graph topological formulas for the graph determinant and cofactors are proven. These formulas are such that no term cancellation occurs and are readily adaptable to computer implementation. In addition, the number of terms in these formulas is independent of the network tree used to formulate the signal flow graph. Examples are given to illustrate the new formulas.  相似文献   

What does productivity trigger in the mind of an industrial engineer?     

Roland L. Bergeron 《Performance Improvement》1988,27(1):38-39

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Statistically significant differences between subtest scores on the test of reading comprehension     

Roland C. Eaves  Robert G. Simpson 《Psychology in the schools》1986,23(3):255-258

The authors contend that erroneous conclusions concerning intraindividual strengths and weaknesses may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when, in reality, the difference between the two scores is not statistically significant. The authors present a table in which statistically significant differences between subtest scaled scores are identified. Use of the table enables more precise determination of intraindividual strengths and weaknesses.  相似文献   

中欧体育健康项目“健康儿童?健康社会”研究          下载免费PDF全文

沈佳丽  Roland Naul  游松辉  Dennis Dreisk?mper 《体育科研》2016,(2):90-93,100

“健康儿童?健康社会”（HCSC）是在欧盟体育健康发展准则下,构建由家庭、学校、体育组织、地区政府等诸多部门组成的复合体系,通过降低BMI值减少超重,改善运动能力,进而提高个人生活质量。主要通过对HCSC项目的历史发展进行论述,对HCSC的核心理念、组织构架、运作模式3方面进行剖析,并以中国实验学校为例,对实验干预前后学生的身体健康指标进行对比分析,旨为国内相关领域研究抛砖引玉。  相似文献   

Sex Differences and Similarities in Performance in a CSE Biology Examination∗     

Roland Hoste 《Educational studies》1982,8(2):141-155

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Une Experience Novatrice en Guinee-Bissau: Les Centres D'education Populaire Integree (CEPI)     

Roland Colin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(3):349-355

Zusammenfassung Seit Erlangung der Unabhängigkeit bemüht sich Guinea-Bissau, ein neues Bildungssystem zu erarbeiten, das sich vorwiegend auf die während der Kampfperiode in den befreiten Zonen gewonnen Erfahrungen stützt. So wurde 1977 anläßlich der Verlängerung der Primärschulzeit um zwei Jahre (von 4 auf 6 Jahre) in der Tombali-Region im Land Balante ein Experiment mit integrierten Volksbildungszentren (CEPI) eingeführt. Der vorliegende Artikel ist ein Bericht über die dabei gemachten Erfahrungen. Er stellt die grundlegenden Prinzipien des CEPI heraus: Mitwirkung der Erwachsenen an der Ausarbeitung von Bildungsprogrammen; Abwechslung von Schulbesuch der Kinder (4 Tage) und Leben in der Gemeinschaft (die drei folgenden Tage); Verbindung von Bildung und Umwandlung. Erste Bewertungen haben gezeigt, welches Interesse die Landbevölkerung diesem neuen Bildungssystem entgegenbringt, das zur Zeit auf zwei andere Regionen des Landes ausgeweitet wird. Allerdings erwachsen dabei neue schwierige Probleme, vor allem das der Ausbildung von Lehrkräften, die imstande sind, das ursprüngliche, in der Experimentierungszone praktizierte pädagogische Konzept zu reproduzieren, ohne es in seiner Natur zu verändern, sowie das Problem der Artikulation des CEPI im Rahmen des übrigen Bildungssystems.

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Since Guinea-Bissau attained independence, it has endeavoured to define a new system of education inspired chiefly by the experience gained in the liberated zones during the period of armed struggle. Thus, when primary education was extended by two years (from 4 to 6 years), an experiment with Centres of Integrated Popular Education (CEPI) was launched in 1977 in the region of Tombali in the Balante area. The present article gives an account of this altogether novel experiment. It underlines the basic principles of the CEPI: to involve adults in the elaboration of educational programmes; to introduce an alternation of school (where the children spend four days) with the community (where they spend the three following days); to link education with transformation. First evaluations have shown the interest taken by farmers in this new education system, which has now been extended to other regions of the country. However, major problems continue to arise, especially that of preparing new educators capable of reproducing the original pedagogical approach followed in the experimental zone without distorting it, and the problem of articulation of the CEPI with the rest of the educational system.

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Résumé Depuis son accession à l'indépendance la Guinée-Bissau s'efforce de définir un nouveau système d'éducation s'inspirant notamment des expériences faites dans les zones libérées pendant la période de lutte armée. C'est ainsi qu'à l'occasion de la prolongation de la scolarité primaire de deux ans (6 années au lieu de 4) une expérience de Centres d'éducation populaire intégrée (CEPI) a été lancée à partir de 1977 dans la région de Tombali en pays Balante. C'est le compte-rendu de cette expérience tout à fait novatrice qui fait l'object de cet article, qui met en évidence des principes de base des CEPI: associer les adultes à la définition des programmes de formation, pratiquer une alternance entre l'école (où les enfants passent 4 jours) et la communauté (où ils passent les 3 jours suivants), lier la formation et la transformation. Les premières évaluations entreprises ont montré tout l'intérêt que portaient les paysans à ce nouveau système d'éducation et son extension est aujourd'hui en cours dans deux autres Régions du Pays. D'importants problèmes continuent cependant à se poser et en particulier celui de la formation des nouveaux éducateurs capables de reproduire sans la dénaturer la démarche pédagogique originale mise en oeuvre dans la zone expérimentale, et le problème de l'articulation des CEPI et du reste du système éducatif.

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Ce texte a pour base deux études réalisées pour l'Unesco:Les méthodes et techniques de la participation au développement (Division de l'Etude du Développement); etLes programmes nationaux de jeunesse axés sur l'emploi: Situations, problOmes et perspectives (Division de la Jeunesse).  相似文献   

Stress and Job Satisfaction: a study of English primary school teachers     

Roland P. Chaplain 《教育心理学》1995,15(4):473-489

Using a self‐report questionnaire, a picture of the sources of stress and job satisfaction amongst a sample of 267 teachers, drawn from primary schools in the North and Eastern regions of England, is established. Teachers scored the frequency and intensity of 18 items on a stress scale. A principal components analysis was carried out and three factors were identified: professional concerns, pupil behaviour and attitude and professional tasks. The strongest correlations were found between professional concerns and occupational stress. Biographical factors were examined and significant differences were found between men and women, and teachers of different ages and length of teaching experience. Men reported more stress than women on professional tasks and pupil behaviour and attitude. Women scored higher than men on professional concerns. Just over one‐third of teachers were satisfied with their job. When specific facets of job satisfaction were examined, teachers were most satisfied with their professional performance and least satisfied with teaching resources. Stress and job satisfaction were found to be negatively correlated. High reports of occupational stress were related to low levels of job satisfaction. Attention is drawn to the likely significance of including a frequency as well as intensity measure when considering the experience of stress and to the complex nature of job satisfaction.  相似文献   

Dare We Build a New Global Order?     

Roland Sintos Coloma 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):114-115

AESA President-elect Roland Sintos Coloma (Northern Kentucky University) and the 2018 Program Committee are pleased to announce the theme for the 2018 Annual Meeting.  相似文献