The Rise and Fall of the Schools Science Project in East Africa     

Kevin M. Lillis  John Lowe 《Compare》1987,17(2):167-179

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Language Development at Home and School: Gains and losses in young bilinguals     

Tim Parke  Rose Drury 《Early Years: An International Journal of Research and Development》2001,21(2):117-127

In this paper we examine the topic of the language development of three young bilingual children at both home and school. Our aim is to consider the language issues that arise in such children, taking into account their parents' language background and experience of school systems, language practices and 'policy' in the home, and the children's experience of a year of nursery school as reported by their teachers. We try to show how different strands of the children's experience fit together; their 'mother tongue', their mothers' aspirations for them, their teachers' view of their progression, and their competence in English, all considered against the background of current curriculum guidance. We conclude with an examination of the gains and losses these children have made in the school system so far, and with an analysis of what the roles of 'mother tongue' might be for children in these and similar circumstances.  相似文献   

The use of open data as a material for learning     

Coughlan  Tim 《Educational technology research and development : ETR & D》2020,68(1):383-411

Educational technology research and development - Open data has potential value as a material for use in learning activities. However, approaches to harnessing this are not well understood or in...  相似文献   

Abusive head trauma in Maine infants: medical,child protective,and law enforcement analysis     

Ricci L  Giantris A  Merriam P  Hodge S  Doyle T 《Child abuse & neglect》2003,27(3):271-283

OBJECTIVE: To collect and compare the results of medical, child protective, and law enforcement evaluation of a sample of Maine children who were victims of abusive head trauma (AHT) in order to describe the clinical and evaluative characteristics as they relate to victims, families and perpetrators of such trauma and to improve the professional response to AHT in Maine.METHOD: Retrospective chart review of medical, child protective, and law enforcement records of all AHT victims admitted to two tertiary care hospitals in Maine or seen by the state medical examiner from 1991 to 1994.RESULTS: Nineteen children (age range 2 weeks to 17 months) were identified as victims of AHT (out of a total of 94 head trauma admissions) accounting for 20 hospitalizations during the study period. There was a history of prior injury in 30%, history of prior medical evaluations for possibly abuse related problems in 65%, while, on presentation, 75% had evidence or history of prior injury. The hospitals notified child protective services (CPS) in all 20 cases and correctly identified abuse in 18 (90%). Parental risk factors for abuse identified in CPS records included substance abuse (53%), domestic violence (42%), criminal history (32%), unrealistic expectations (42%), and attachment problems (32%). However, risk factors were inadequately assessed in 53% of homes. Law enforcement identified a likely perpetrator in 79% of cases and in the majority the identified suspect was the father. In the 15 cases where a perpetrator was identified by law enforcement, that person was alone with the child at symptom onset in 14 (93%).CONCLUSIONS: The medical response, at least at the inpatient level, was generally well done with regard to suspicion and reporting. Cases are possibly being missed at the outpatient level. Child protective risk assessment was limited overall yet in a third of the homes where AHT occurred, few if any risk factors were present to aid in identification and prevention. Law enforcement results suggest that a primary suspect for AHT is the caretaker alone with the child at the time of symptom onset.  相似文献   

Planning education and training in the developing countries   总被引：1，自引：0，他引：1  

János Timár 《Prospects》1976,6(2):231-239

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Academic Self-Handicapping: What We Know, What More There is to Learn   总被引：17，自引：0，他引：17  

Tim Urdan  Carol Midgley 《Educational Psychology Review》2001,13(2):115-138

Some students put off studying until the last minute, fool around the night before a test, and otherwise reduce effort so that if their subsequent performance is low, these circumstances will be seen as the cause rather than lack of ability. These strategies are called self-handicapping because they often undermine performance. In this paper, we begin with a definition of academic self-handicapping. Next, we review our research in which we used achievement goal theory as a framework for examining academic handicapping among elementary and middle school students. We discuss the implications of the recent conceptualization of approach and avoidance components of performance goals for handicapping. We conclude with a consideration of some potentially fruitful future directions for research on academic self-handicapping, focusing particularly on individual differences in handicapping, contextual influences, and the methods used to study handicapping.  相似文献   

The legitimacy of curriculum development in post-colonial Hong Kong: insights from the case of Liberal Studies     

Dennis Fung  Tim Liang 《牛津教育评论》2018,44(2):171-189

Liberal Studies was initially introduced as a non-statutory subject in Hong Kong in 1992. It then confronted intense opposition and a bumpy implementation path before securing mandatory status in the new senior secondary curriculum introduced in 2009. Recently, this core subject has been under review. Whilst it is considered to promote students’ socio-political participation, the subject has also been accused of triggering antagonism towards the government. In view of these concerns, this article probes teachers’ perceptions of the recent development of Liberal Studies and examines the dynamic interplay between the curriculum review and the potential political controversies surrounding the subject in post-colonial Hong Kong. Reporting the results of a study comprising questionnaire-based surveys and follow-up semi-structured interviews, it reveals that whilst teachers are worried about the proposed reduction of socio-political topics in the curriculum, they approve of incorporating additional China-related content. Furthermore, the participating teachers praised Liberal Studies for its notable impact on raising students’ social consciousness, which has motivated them to learn about community affairs and fight for justice. Finally, the article also explores the study’s profound implications for the further development of Liberal Studies and citizenship education in Hong Kong and beyond.  相似文献   

Secondary School Students Learning From Reflections on the Rationale Behind Self-Made Errors: A Field Experiment     

Tim Heemsoth  Aiso Heinze 《Journal of Experimental Education》2016,84(1):98-118

Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly assigned to one of two conditions: The students reflected on either the rationale behind their own errors or on the correct solution corresponding to their own errors. Students in the first condition group demonstrated a greater procedural knowledge at the posttest and at the follow-up test. Furthermore, at the follow-up test, these students demonstrated a higher conceptual knowledge. The implications for theory and school instruction are discussed.  相似文献   

Why are some diagrams worth much less than a thousand words?     

Richard Lowe 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(2):148-149

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The Linkages Between Education and Employment in Canada and the United Kingdom: a comparative analysis     

David Ashton  Francis Green  Graham Lowe 《比较教育学》1993,29(2):125-143

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