Living with Moral Disagreement: The Enduring Controversy about Affirmative Action     

Doris A. Santoro  R. Kirk Anderson  Lawrence Blum  Winston C. Thompson  Michele S. Moses 《Educational theory》2019,69(3):355-370

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A confederate Agricultural Knowledge System     

A. Blum 《The Journal of Agricultural Education and Extension》2013,19(1):103-117

Abstract

Previous, analytical-empirical case studies of national Agricultural Knowledge Systems (AKSs) have produced a list of factors which are typical for successful AKSs. The aim of the present paper is to investigate (1) in how far these factors exist in the Swiss AKS, (2) in what ways the unique, confederal system of Switzerland has had an influence on its AKS, and (3) whether additional, generalizable factors can be identified, which could add to the efficiency of the national AKSs.

The federal system of Switzerland with its relatively small cantons which are responsible for law enforcement and agricultural extension (but not for research) imposes special conditions on its AKS and makes it difficult to manage them. Informal communication devices help to overcome this drawback.

The investigation of the Swiss AKS corroborates the list of criteria for well functioning AKSs that were identified in earlier research, and added two new points: (1) the need for “relais” stations to overcome interfaces between research and extension, especially when these two subsystems function at different organisational levels, or when extension is split up into small units; (2) the value of networking among different national AKSs.  相似文献   

Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?     

Durandt  Rina  Blum  Werner  Lindl  Alfred 《Educational Studies in Mathematics》2022,109(2):361-381

Educational Studies in Mathematics - This paper reports on empirical results about the influence of two different teaching designs on the development of tertiary students’ modelling...  相似文献   

Effects of a rubric for mathematical reasoning on teaching and learning in primary school     

Robbert Smit  Patricia Bachmann  Verena Blum  Thomas Birri  Kurt Hess 《Instructional Science》2017,45(5):603-622

Rubrics are assessment tools that help students gain complex competencies. Our quasi-experimental study aimed to evaluate whether rubrics help teachers teach and assess mathematical reasoning in primary school and whether such an instrument might support student learning. In two Swiss cantons, 762 students in 44 5th- and 6th-grade primary classes worked on their reasoning competencies, and half of them additionally employed our standards-based rubric. All of the teachers received a 1-day training and participated in the final project evaluation. To standardise and support the teachers during the implementation phase, they received a detailed curriculum. An achievement test and questionnaires for students and teachers were administered before and at the end of the intervention. The results of our quantitative longitudinal analyses indicate that the rubric fosters the teachers’ perceived diagnostic skills but only indirectly impacts their use of formative feedback. Based on the students’ perceptions, however, we observed a direct effect of the rubric on formative feedback and student self-assessment. Effects on students’ outcomes could not be observed, but there are indications of effects mediated by self-regulation and self-efficacy.  相似文献   

Challenging the premises of international policy reviews: an introduction to the review symposium     

Noah Weeth Feinstein  Jeppe Læssøe  Nicole Blum  Dianne Chambers 《Environmental Education Research》2013,19(2):198-205

In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates?  相似文献   

Technology User Groups and Early Childhood Education: A Preliminary Study     

Howard P. Parette  Jack J. Hourcade  Craig Blum  Emily H. Watts  Julia B. Stoner  Brian W. Wojcik  Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.  相似文献   

Benedictus Pererius: Renaissance Culture at the Origins of Jesuit Science     

Paul Richard Blum 《Science & Education》2006,15(2-4):279-304

Benedictus Pererius (1535–1610) published in 1576 his most successful book De principiis, after he had taught philosophy at the Roman College of the Jesuits. It will be shown that parts of this book are actually based on his lectures. But the printed version was intended as a contribution to the debate within his Order on how science should be conceived. Pererius redefined the meaning of scientific speculation to the effect that metaphysics was split into ontology and natural theology, and that further speculative sciences, such as physics, gained their own competence. Throughout this book, as well as in his warning against magic and in his commentaries on the Bible, the Jesuit addresses Renaissance strains of neo-Platonism, Aristotelianism, and syncretism.  相似文献   

Der Mathematikunterricht der PISA-Schülerinnen und -Schüler     

Mareike Kunter  Martin Brunner  Jürgen Baumert  Uta Klusmann  Stefan Krauss  Werner Blum  Alexander Jordan  Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2005,8(4):502-520

Der Beitrag besch?ftigt sich mit dem Mathematikunterricht der PISA-Schülerinnen und -Schüler in Deutschland und berichtet über Ergebnisse aus einer Zusatzstudie zu PISA 2003. Aufbauend auf der mathematik-didaktischen Rahmenkonzeption von PISA, die Unterricht als Gelegenheitsstruktur für verst?ndnisvolle Lernprozesse versteht, wurden Schülerinnen und Schüler und ihre Mathematiklehrkr?fte zu Merkmalen der Unterrichtsqualit?t befragt. Es zeigen sich schulformspezifische Unterrichtskulturen: Ein kognitiv aktivierender Umgang mit mathematischen Inhalten ist eher in Gymnasien zu beobachten, w?hrend vor allem in Hauptschulen die Unterrichtsform mit geringem kognitiven Gehalt und ausgepr?gter Unterstützung überwiegt. Dennoch wird die Angebotsstruktur des Mathematikunterrichts von Jugendlichen an Hauptschulen positiv beurteilt, w?hrend Gymnasiasten ihren Unterricht eher kritisch bewerten. Diese Differenzen sind vor allem durch Unterschiede in der individuellen Lernunterstützung durch die Lehrkr?fte zu erkl?ren, welche von Schülerinnen und Schülern an Hauptschulen als besonders ausgepr?gt, an Gymnasien eher als gering beschrieben wird.  相似文献   

A study of low-literate adults: Personal,environmental and program considerations     

Nancy Taylor  Peggy Wade Ph.D. Candidate  Irene Blum  Laurie Goold  Shirley Jackson 《The Urban Review》1980,12(2):69-77

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Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach     

Howard P. Parette  Craig Blum  Nichole M. Boeckmann 《Early Childhood Education Journal》2009,37(1):5-12

As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying explanations of how to interpret data and make decisions regarding the effectiveness of the technology.  相似文献