The Essence of Education: Whitehead and the Spiritual Dimension   总被引：1，自引：0，他引：1  

Jack G. Priestley 《Interchange》2000,31(2-3):117-133

Whitehead's contention that the essence of education is that it be religious has been widely overlooked by many of his adherents who have found it a difficult, or even embarrassing, concept with which to deal. But what did Whitehead mean by religious? In Britain there is currently a deep interest in what is being termed the, "spiritual dimension of education" which is itself to be seen in the context of the postmodern rejection of positivistic modes of thought which have dominated educational discourse in recent decades. This article examines Whitehead's own concept of religion both in his explicit academic work and in his assessment of what we might term, indirect education. It goes on to suggest links with other key thinkers, in particular William James, Soren Kierkegaard, and Ludwig Wittgenstein.  相似文献   

Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models     

Marcia A. Barnes  Karla K. Stuebing  Jack M. Fletcher  Amy E. Barth  David J. Francis 《Journal of research on educational effectiveness》2016,9(2):153-172

ABSTRACT

Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These “extreme” group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed.  相似文献   

A study of the effectiveness of the primary education improvement program (science) in selected schools of Northern Nigeria     

Desmond P. Brown  Jack A. Reed 《科学教学研究杂志》1982,19(4):293-298

The Primary Education Improvement Program (Science) developed in Nigeria from 1970–1980 adopted a “process approach” to the teaching of science for children in Classes One and Two of primary school. In that insufficient formative data were available a study was organized to evaluate the attainment of the program's major objectives in terms of the children's ability to practice process skills. The study also attempted to measure children's interest, active participation and understanding of the lessons, as well as the availability of materials and ease of preparing and teaching the lessons for the teachers. Data were collected by means of teacher opinionnaires and a children's test to measure the attainment of process skills. The teachers who completed the opinionnaires rated the program as successful in terms of all the measured criteria. Children in the experimental and control groups were tested and their performances were compared. The results indicated that there were some significant differences in total test scores in favor of the experimental group after one year of primary school but none after two years. The program, though highly rated by teachers, did not produce the intended changes in children's behavior.  相似文献   

The disadvantaged student at a liberal arts college     

Dr. Charles B. Johansson  Jack E. Rossmann 《Research in higher education》1974,2(3):195-206

In the fall of 1969, a program to expand educational opportunities (EEO) for economically disadvantaged students was initiated at Macalester College. During the first three years of the program, the percentage of non-white students at the College rose from 3% to approximately 15%.Average grades for the EEO students were approximately one standard deviation below those of a random non-EEO sample, similar to the differences in high school grades between the two groups. However, the EEO students persisted at Macalester College at a slightly higher rate than non-EEO students. The EEO students also were more likely than non-EEO students to major in the behavioral/social sciences and less likely to major in the fine arts, humanities, and physical sciences.  相似文献   

The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools   总被引：1，自引：0，他引：1  

Barbara R. Foorman  Christopher Schatschneider  Michelle N. Eakin  Jack M. Fletcher  Louisa C. Moats  David J. Francis 《Contemporary educational psychology》2006

The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty time allocation variables were reduced into seven patterns of literacy activities that were examined as predictors of reading and spelling outcomes. Students’ initial reading ability and interactions of teaching effectiveness ratings by time allocation components predicted reading and spelling outcomes. Discussion centers on immutable versus flexible views of reading development and analytic approaches to examining instructional practices.  相似文献   

III. The Early Intervention Collaborative Study: Study Design and Methodology     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):22-53

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Emigration,internationalization, and “brain drain”: Propensities among British Academics     

Jack H. Schuster 《Higher Education》1994,28(4):437-452

This research links two important higher education phenomena: potential brain drain among academics abroad and the U.S. academic labor market. The inquiry draws on the brain drain literature and is grounded primarily on a secondary analysis of a major survey (1989) of British university and polytechnic faculty members. The anlaysis shows that fully 40.0 percent of university faculty are seriously considering a move abroad with the substantial majority favoring the United States as a destination. Faculty characteristics—including academic field, research versus teaching orientation, rank, age, gender, and political identification—are correlated with faculty members' professed interest in emigration. The analysis also compares (former) polytechnic to university faculty as well as to a subset of Oxford and Cambridge faculty.  相似文献   

Differences in achievement not in intelligence in the north and south of Italy: Comments on ,     

Antonella D'Amico  Maurizio Cardaci  Santo Di Nuovo  Jack A. Naglieri 《Learning and individual differences》2012,22(1):128-132

Lynn (2010a, 2010b) argued that individuals from south Italy have a lower IQ than individuals from north Italy, and that these differences in IQ are at the basis of north–south gap in income, education, infant mortality, stature, and literacy. In the present paper, we discuss several theoretical and methodological aspects which we regard as flaws of Lynn's studies. Moreover, we report scores of southern Italian children on Raven's Progressive Matrices and a north–south comparison for the PASS theory of intelligence as measured by the Cognitive Assessment System (Taddei & Naglieri, 2006). Both results reveal similar levels of performance of northern and southern Italian children in fluid intelligence and PASS (Planning, Attention, Simultaneous, and Successive) cognitive abilities.  相似文献   

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction     

Chun-Yen Tsai  Brady Michael Jack  Tai-Chu Huang  Jin-Tan Yang 《Journal of Science Education and Technology》2012,21(4):476-486

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled ??Cognitive Apprenticeship Web-based Argumentation?? (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students?? progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students?? use of argumentation in the topics of daily life and the concept of ??vision.?? When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students?? argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.  相似文献   

Education hubs and talent development: policymaking and implementation challenges     

Jack T. Lee 《Higher Education》2014,68(6):807-823

The discourse on the internationalization of higher education emphasizes revenue generation while neglecting other diverse rationales pursued by governments and institutions. For countries that are seeking to venture into a knowledge economy or accrue greater competitive advantages under globalization, many policymakers view cross-border higher education as a platform for developing human talent. In this pursuit, education hubs stand out as large-scale initiatives supported by extensive planning and investment. By comparing the developments of Malaysia, Singapore, and Hong Kong as education hubs, three distinct objectives are apparent: to develop local talent, to attract foreign talent, and to repatriate diasporic talent. Despite the attention directed at the recruitment of international students, developing local talent remains a fundamental goal among education hubs. Talent development includes manpower planning as well as more inclusive provisions that support the diverse interests among local students. On the other hand, education hubs do not share the goals of attracting foreign and repatriating diasporic talent. Contextual factors such as distinct political economies and ethnic sensitivities mediate the recruitment of external talent. Comparing the policy rhetoric of talent development against the realities of implementation reveals sharp misalignment in some cases. More importantly, the political inertia in Singapore and Hong Kong exerts a gravitational pull that is increasingly turning sentiments against some foreign talent.  相似文献