“We Find Ourselves Preoccupied with the World of the Present”: Humanist Resistance to Progressive Education in Ontario          下载免费PDF全文

Theodore Michael Christou 《History of education quarterly》2015,55(3):294-318

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Cross-cultural Perspectives of Successful Aging: Young Turks and Europeans     

Theodore D. Cosco  David Brehme  Nora Grigoruta  Lisa-Katrin Kaufmann  Liis Lemsalu  Ruth Meex 《Educational gerontology》2015,41(11):800-813

Successful aging (SA) has been conceptualized in a number of ways. Despite increasing research into how laypersons define SA, few studies capturing lay perspectives of SA in younger cohorts and in non-English speaking countries have been undertaken. The current study examines cross-cultural perspectives of SA in young (aged 18–35), lay adults from a variety of continental European countries and Turkey. Participants were recruited via snowball sampling from social network sites and invited to participate in an online survey. Persons between 18–35 years from Belgium, Estonia, Germany, Netherlands, Romania, Switzerland, or Turkey were included. Respondents (total: 390; Belgian: 32; Estonian: 96; German: 76; Romanian: 47; Swiss: 39; Dutch: 30; Turkish: 70), were primarily women (56.4%) and students (66.2%), with an average age of 24.1 years (SD 3.7). Personal resources, social and active engagement all emerged as dominant themes across countries, but were articulated in subtly different ways in the participant countries. Positive perspectives, desirable attributes and satisfaction themes were intertwined within themes of acceptance and engagement. The current study provides a first step in the inclusion of geographic and cultural diversity into the SA literature. These results suggest that layperson conceptualizations of SA have broad-sweeping similarities, but further research is required to articulate the nuance of cultural influences on SA.  相似文献   

At the Interface of School and Work     

Theodore Lewis 《Journal of Philosophy of Education》2005,39(3):421-441

The current emphasis that organisations are placing upon knowledge and the corresponding attention that workplace epistemological values are receiving within the educational community has resulted in an interesting convergence of discourses—school-based and work-based. Even as workplaces are tending toward abstraction over practice—based knowing, schools are being nudged into doing the reverse. The result of this ferment is that traditional barriers between these kinds of knowledge are being removed. As can be seen from workplace examples, it is possible for liberal learning to be in the service of instrumental ends. So too schools may come to see more clearly the value of situatedness and team-work in the transaction of liberal learning. More generally, we see also new possibilities for retreat from received views about the worth of practical knowledge.  相似文献   

The quality vs. the quantity of schooling: What drives economic growth?     

Theodore R. Breton 《Economics of Education Review》2011,30(4):765-773

This paper challenges Hanushek and Woessmann's (2008) contention that the quality and not the quantity of schooling determines a nation's rate of economic growth. I first show that their statistical analysis is flawed. I then show that when a nation's average test scores and average schooling attainment are included in a national income model, both measures explain income differences, but schooling attainment has greater statistical significance. The high correlation between a nation's average schooling attainment, cumulative investment in schooling, and average tests scores indicates that average schooling attainment implicitly measures the quality as well as the quantity of schooling.  相似文献   

A Pluralistic Model for Educational Policy Making*     

J. Theodore Klein 《Educational theory》1978,28(2):85-89

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The influences of guiding cues on motor skill autonomy in rats     

Alliston K. Reid  Grace DeMarco  Kelsey Smith  Theodore Fort  Erica Cousins 《Learning & behavior》2013,41(4):455-463

How does the effectiveness of guiding cues influence the development of motor skill autonomy? We utilized two sets of guiding cues (lights vs. reversed-lights conditions) that differed in their effectiveness to control a left–right leverpress sequence in rats. We separately measured the development of stimulus control by panel lights on guiding-cues trials and the development of stimulus control by practice cues on no-cue probe trials within the same sessions. Accuracy in the presence of the guiding cues was acquired faster in the lights condition than in the reversed-lights condition, but subjects in the reversed-lights condition were more able to complete the skill autonomously than those in the lights condition. Throughout acquisition, control by guiding cues and practice cues developed at the same rate in the reversed-lights condition, but control by practice cues (autonomy) developed at a slower rate than did control by guiding cues in the lights condition. At the end of training, subjects that had been exposed to the reversed-lights condition displayed higher levels of autonomy than did those exposed to the lights condition. The less effective guiding cue (reversed-lights) produced greater levels of autonomy than did the more effective cue (lights), even though control by this guiding cue developed more slowly. Thus, guiding your child by the hand too much may reduce his or her ability to complete the task independently. We discuss the similarity to prompt dependence in children with learning disabilities and transfer of stimulus control.  相似文献   

BOOK REVIEW     

Theodore E. Swigart  Corinna E. Ethington 《Community College Journal of Research & Practice》2013,37(8):703-704

This study examined whether community college students of differing ethnic backgrounds report differential perceptions of growth and development as a function of their community college experience. A multivariate analysis of variance was conducted on survey data from the Community College Student Experiences Questionnaire (J. Friedlander, C. R. Pace, &; P. W. Lehman, 1990). A national sample of 15,263 community college students was used. The ethnic groups under investigation were African‐American, Hispanic, White, and Asian. Tukey‐Kramer tests revealed several statistically significant differences among ethnic groups. However, effect size and omega square analyses suggest that these differences were small in magnitude.  相似文献   

Editorial: preface to the special issue on embodied cognition and technology for learning     

Kopcha  Theodore J.  Valentine  Keri D.  Ocak  Ceren 《Educational technology research and development : ETR & D》2021,69(4):1881-1887

Educational technology research and development - In this preface to the special issue on embodied cognition and technology for learning, we begin with a brief overview of embodied cognition. We...  相似文献   

Delta modulation of time-discrete signals with independent samples     

Theodore S. Koubanitsas 《Journal of The Franklin Institute》1976,301(5):399-408

Previous studies of Delta Modulation (DM) were predominantly concerned with various aspects of noise introduced by the quantising process. This paper is primarily directed towards the DM-signal behaviour, a concern which becomes necessary when optimizing the DM-system against the disturbances of the transmission channel. The statistics of the output signal is considered analytically under the assumption of independent input-signal samples. The approximate distribution of the output signal is derived and graphically compared with the exact distribution. Finally, the incidence of sample correlation is considered on the basis of results produced by means of simulation.  相似文献   

Process over product: the next evolution of our quest for technology integration     

Kopcha  Theodore J.  Neumann  Kalianne L.  Ottenbreit-Leftwich  Anne  Pitman  Elizabeth 《Educational technology research and development : ETR & D》2020,68(2):729-749

Educational technology research and development - The purpose of this paper is to introduce the next evolution of our quest for technology integration, one that moves away from the product of...  相似文献