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Carl Bereiter 《学习科学杂志》2015,24(1):187-192
“Practicality Studies” (Janssen, Westbroek, & Doyle, 2015/this issue) starts with a critical commentary on “Principled Practical Knowledge: Not a Bridge but a Ladder” (Bereiter, 2014) but consists in the main of an essay on what the authors consider to be really practical knowledge for teachers. The gist of their criticism is that “Bereiter and with him a large part of the design research community in the learning sciences underestimate the magnitude of … usability issues and in fact believe that much of the task of usability is already solved by design research in the learning sciences” (p. 177). The authors argue persuasively for giving “practicality studies” a place in learning sciences research, but their subtitle—“How to Move From What Works in Principle to What Works in Practice”—claims too much and makes an invidious distinction. 相似文献
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Carl H. Milam 《Religious education (Chicago, Ill.)》2013,108(9):876-877
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Mark Grant 《British Journal of Educational Studies》1999,47(1):56-70
The paper reviews the way in which Steiner schools have attached importance to the categorisation of pupil character and behaviour, drawing on a tradition going back to ancient Greek science. 相似文献
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Carl Parsons Ray Godfrey Keith Howlett Carol Hayden & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15
This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases. 相似文献
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