Visions, Prospects and Compromises     

Gillian Darley 《Higher Education Quarterly》1991,45(4):354-366

This paper traces the way in which the physical design of the New Universities reflected the aspirations of their founders. It goes on to analyse the relationship between the architectural vision and the reality of the needs and perceptions of rapidly developing institutions.  相似文献   

Comparative studies of authoritarian-personality characteristics across culture, language and methods     

Robert G. Neel  Oliver C. S. Tzeng 《Int J Intercult Relat》1983,7(4):393-400

This research was to determine whether the large differences in scores on the F scale found in previous studies (Bradburn, 1963; Kagitcibasi, 1970; Kinnis, 1977) were due to cultural differences in personality characteristics or due to differences in language and/or structure of measuring instruments.The subjects were three groups of university students from the United States and Turkey. The Turkish/English (T/E) sample attended a Turkish University where all classes were in English. The Turkish/Turkish (T/T) sample attended a Turkish University where all classes were in Turkish. The American/English (A/E) sample attended a Midwestern University.Each of the samples were administered three Scales measuring authoritarian personality characteristics. They were: Rokeach's (1960) Dogmatism scale (D scale) the standard F scale (Adorno et al., 1950) and a multiple choice format of the F scale called A scale (Neel, 1977). For the T/E and A/E subjects these scales were in English and for the T/T subjects in Turkish.For each cultural group the composite scores on each scale were obtained and used for inter-group comparisons through one-way analysis of variance (ANOVA). Within-group correlations across the three measures, the means and standard deviations of individual items and T tests were also computed. Interculture and language comparisons resulted in two significant differences on both the Dogmatism and F scales. Analysis of group, composite scales shows that these differences are due to disparities between the A/E and T/T culture/language groups. Differences across language and culture groups for the A scale were not significant. The A measure behaves differently from D and F for the two Turkish culture groups. For the A/E group, D, F, and A measures are almost undifferentiable. The results suggest the effect of measurement instruments on inter-cultural differences in inter-measure comparisons. This indicates a response format effect (agreer bias or acquiescence set).  相似文献   

Creativity in the physical sciences — Interviews with some nobel laureates     

Hugh Oliver 《Interchange》1977,8(4):43-63

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Training in journal publishing     

Gillian Page 《Learned Publishing》1991,4(2):90-91

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Knowing the Feelings of Others: A Requirement for Moral Education1     

R. G. Oliver 《Educational theory》1975,25(2):116-124

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Accuracy and Precision     

Oliver D. Anderson 《Teaching Statistics》1992,14(3):2-5

Within the framework of a two-hour interactive lecture, we explore the related ideas of accuracy and precision in calculation. The aim is to show that numerical data must be understood as numbers in a context.  相似文献   

Coming to some arrangement     

Gillian Page 《Learned Publishing》1988,1(2):57-60

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Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?     

Oliver Wilhelm  Reinhold Nickolaus 《Zeitschrift für Erziehungswissenschaft》2013,16(1):23-26

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.  相似文献   

The knowledge gap: examining the rhetoric and implementation of peer education for HIV prevention in Myanmar     

Gillian Fletcher 《Sex education》2013,13(4):378-391

In this paper, I report on an examination of the rhetoric and implementation of peer education in Myanmar. I demonstrate that while there was widespread consistency on interviewees' views of what peer education should involve, there was a significant gap between this rhetoric and the ways in which peer education was implemented, particularly in relation to the training of peer educators. It is my argument that this gap occurred because of failure to utilise, or even recognise, a particular form of knowledge: knowledge as phronesis, which is most commonly translated as ‘practical wisdom’ and incorporates factual, emotional and experiential knowledge. Instead, as I show, the pedagogic processes in use in peer education practice in Myanmar drew on an (unexpressed) understanding of knowledge as episteme: a form of knowledge that is facts-based, technical and presumed objective.  相似文献   

PERCEPTIONS AND PRACTICES OF CULTURALLY RELEVANT SCIENCE TEACHING IN AMERICAN INDIAN CLASSROOMS     

Younkyeong Nam  Gillian Roehrig  Anne Kern  Bree Reynolds 《International Journal of Science and Mathematics Education》2013,11(1):143-167

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers’ existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers’ perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students.  相似文献