Das Pädagogische Konzept Maria Montessoris: Die Permanente Diskussion     

Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):21-41

This article emphasises the internal consistency of Maria Montessori's work by identifying her main educational ideas and clarifying the interrelationships between the individual experimental schools and her writings. An elucidation of the vital part played by the anthropological basis of Maria Montessori's work shows that her entire efforts were directed towards illuminating childhood as the foundation of human development. Within this framework her relationship to Rousseau on the one hand, and to educational reform trends on the other is brought out. It is in this connection that her relations with the World Education Fellowship in general and with Decroly in particular find their significance.  相似文献   

Das Methodenstrategische Konzept in der Vergleichenden Erziehungswissenschaft     

Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):316-323

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Participation as policy in local cultural governance     

Lisa Marx 《Cultural Trends》2019,28(4):294-304

ABSTRACT

This article takes on participation not as taking part in cultural activities per se but in cultural policy-making, by studying the transformation and institutionalisation of participatory processes. Focusing on Switzerland, a federalist country where local and private actors play key roles in cultural policy, several processes by which different actors participate in local cultural policy-making are explored. Top-down procedures, such as formalised mandatory consultation procedures or the inclusion of cultural actors in administrative expert committees, coexist with bottom-up grassroots initiatives that can complement or even supplant traditional participatory processes. Furthermore, certain alternative modes and concepts of participation, such as the “cultural council”, circulate between different cases, across levels of state and in time. Participatory processes in cultural policy-making need to be seen as public policies in their own right, which can aim to depoliticise policies and procedures. Furthermore, actors need certain resources in order to participate, and venues aimed at opening participation do so in a restrained framework, focusing mostly on artistic and cultural elites rather than encourage larger citizen participation.  相似文献   

Steps     

Hermann Hesse 《The Educational forum》2013,77(2)

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The Interface between Physics and Biology: an Unexplored Territory     

George Marx 《International Journal of Science Education》2013,35(3):261-270

Summaries

English

Traditional school curricula consider physics, chemistry and biology as completely independent subjects. This fact casts doubt upon the claim that physics is the basic discipline for all the sciences. The connection between physics and chemistry was emphasized in several recent physical science curricula. This paper, which was presented at the Fourth Danube Seminar on ‘Structure of matter in the school’ at Balaton in Hungary in October 1978, investigates the connection between biology and physics and the usefulness of physical laws for understanding life, from the physicist's point of view.  相似文献   

Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform     

Robert Geier  Phyllis C. Blumenfeld  Ronald W. Marx  Joseph S. Krajcik  Barry Fishman  Elliot Soloway  Juanita Clay‐Chambers 《科学教学研究杂志》2008,45(8):922-939

Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project‐based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high‐stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased. The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African‐American boys. These findings demonstrate that standards‐based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 922–939, 2008  相似文献   

Responsibilities and Problems of International Education   总被引：1，自引：0，他引：1  

Hermann Röhrs 《比较教育学》1970,6(2):125-135

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Dimensionen und Visionen des Sports: Evaluation — Profilbildung — Globalisierung     

Hermann Müller  Michael Nagel  Siegfried Nagel 《Sportwissenschaft》2000,30(1):103-108

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Protective Factors for School Readiness Among Children in Poverty     

Matthew R. Holliday  Adriana Cimetta  Christina A. Cutshaw  David Yaden  Ronald W. Marx 《Journal of Education for Students Placed at Risk》2014,19(3-4):125-147

The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap.  相似文献   

Fault detection,isolation and estimation for Takagi–Sugeno nonlinear systems     

Dalil Ichalal  Benoît Marx  José Ragot  Didier Maquin 《Journal of The Franklin Institute》2014

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