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Arieh Lewy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(3):305-319
The seven subject matter reports of the IEA constitute a good example of a large scale international study which incorporates the three elements of comparison, cooperation and universality. Thus, a comparative study was performed through international cooperation and it yielded results of universal validity. Achievement was tested in seven subject fields and data collected at three age levels. The sample comprised 250,000 students and 50,000 teachers in 9,700 schools of twenty-one nations. The reports of this study were published in eleven volumes from 1967 to 1976. The findings showed that the comprehensive system does not lower the achievement level of the able students, nor does the spread of time devoted to studies affect outcomes. Sex differences in achievement were demonstrated and they increase with age. Strong patriotic support for government was usually accompanied by lower support for democratic values. These findings have already served as bases for decision-making at the international level in several countries.
Zusammenfassung Die sieben IEA Berichte über schulische Fachgebiete liefern ein gutes Beispiel für eine grossangelegte internationale Studie, die auf den drei Elementen Vergleich, Zusammenarbeit und Universalität aufgebaut ist: eine vergleichende Untersuchung wurde in internationaler Zusammenarbeit durchgeführt und erbrachte allgemeingültige Ergebnisse. Auf sieben Fachgebieten wurden Leistungen getestet und die Daten von drei Altersstufen gesammelt. Das Sample bestand aus 250.000 Schülern und 50.000 Lehrern in 9.700 Schulen in 21 Ländern. Die Untersuchungsberichte sind in den Jahren 1967–1976 in elf Bänden veröffentlicht worden. Aus den Ergebnissen ging hervor, dass das Gesamtschulsystem die Leistungen fähiger Schüler nicht herabsetzt, und dass die Verteilung der Unterrichtsstunden die Resultate nicht beeinflusst. Mit dem Alter wachsende Leistungsunterschiede zwischen den Geschlechtern waren festzustellen. Es zeigte sich auch, dass patriotische Unterstützung der Regierung im allgemeinen nur mit einer geringeren Unterstützung demokratischer Werte vereinbar war. Diese Befunde haben bereits in verschiedenen Ländern als Grundlage für Entscheidungen auf internationaler Ebene gedient.
Résumé Les rapports de l'IEA concernant les sept matières d'enseignement sont un bon exemple d'une étude internationale à grande échelle qui incorpore les trois éléments de comparaison, coopération et universalité. Ainsi une étude comparative a été réalisée grâce à la coopération internationale et ses résultats ont une valeur universelle. On a testé les rendements dans sept matières, rassemblé les données à trois niveaux d'âge, l'échantillon de l'étude comprenant 250 000 étudiants, 50 000 professeurs dans 9 700 écoles de 21 pays. Les rapports sur cette étude furent l'objet d'une publication en onze volumes de 1967 à 1976. Les conclusions montrèrent que l'école secondaire polyvalente n'abaisse pas le niveau de rendement des étudiants capables et que la répartition du temps consacré aux études n'affecte pas non plus leur résultat. Des différences dans les résultats suivant le sexe furent également démontrées, différences qui augmentent avec l'âge. On trouva également qu'un fort support patriotique pour le gouvernement s'accompagne généralement d'un support moindre pour les valeurs démocratiques. Ces conclusions ont déjà servi de bases à des décisions prises au niveau national dans de nombreux pays.相似文献
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This study explored the hypothesis that preschoolers’ deductive reasoning would be improved by encouraging use of divergent thinking (DT). Children of 4–5 years of age (n = 120) were randomly given DT or neutral control exercises before deductive reasoning problems. To allow a stronger test of the hypothesis, half of the children receiving the DT exercises were given explicit examples, which have been shown to reduce ideational originality. Results indicate that, as predicted, DT exercises without examples significantly improved rates of deductive responding, compared to exercises with examples and the control condition. These findings indicate that DT is a key component in the early beginnings of deductive reasoning. Some educational implications are discussed. 相似文献
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Abstract reasoning is critical for science and mathematics, but is very difficult. In 3 studies, the hypothesis that alternatives generation required for conditional reasoning with false premises facilitates abstract reasoning is examined. Study 1 (n = 372) found that reasoning with false premises improved abstract reasoning in 12- to 15-year-olds. Study 2 (n = 366) found a positive effect of simply generating alternatives, but only in 19-year-olds. Study 3 (n = 92) found that 9- to 11-year-olds were able to respond logically with false premises, whereas no such ability was observed in 6- to 7-year-olds. Reasoning with false premises was found to improve reasoning with semiabstract premises in the older children. These results support the idea that alternatives generation with false premises facilitates abstract reasoning. 相似文献
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Kristin Rosekrans Arieh Sherris Marie Chatry-Komarek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(5):593-618
In 1957 Ghana was the first sub-Saharan colonial nation-state to achieve independence from British rule. The language of literacy instruction, however, remained English throughout most of Ghana’s independence, effectively thwarting reading and writing in 11 major and 67 minor indigenous languages in use today. After years of policy shifts, including the intermittent of mother tongue in early childhood schooling to facilitate English language and literacy instruction, prospects for a bold move towards multilingual education have emerged from a coalescence of forces inside and outside of Ghanaian education policy circles. This article discusses how the inertia of a dated language policy and a historic disregard for Ghana’s multilingual landscape by the country’s own policy makers are being overcome, at least partially, by progressive powers of change, albeit not without challenge. It undertakes an analysis of how a policy environment that supports bilingual education was created in order to implement a comprehensive and innovative multilingual programme, the National Literacy Acceleration Program (NALAP), which was rolled out across the nation’s schools in early 2010. Having been involved in the process of designing NALAP, the authors describe the development of standards of learning and materials, as well as innovative aspects of a constructivist teacher education approach. The paper concludes with recommendations for further research, including combining a change process for key stakeholders and randomised language and literacy assessment with social marketing research in a unified approach. 相似文献
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Henry Markovits 《Educational Studies in Mathematics》1986,17(1):81-87
College level students were given two paper and pencil conditional reasoning tests in varying order. The first test consisted of three problems presented entirely verbally. The second test was identical to the first except that two of the three problems made use of line drawings as concrete referents. Performance on the problems with drawing was significantly worse than for purely verbal presentation. In addition, interaction effects between the two forms of presentation were observed over the one-week interval between the two tests. 相似文献
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