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Jane A. Van Galen 《The Urban Review》1987,19(3):161-177
This paper analyzes the reasons that parents choose to teach their children at home. From data collected over 18 months of qualitative research in a state in the southeast, three broad explanations for choosing home schooling emerged. First, the parents believe that home education will strengthen their families. Second, many home-schooling parents (particularly those who are fundamentalist Christians) believe that schools teach values and beliefs that directly contradict those they want their children to learn. Third, many of the parents believe that only they, as parents, understand their children's unique educational needs well enough to effectively teach them. The failure of educational policy makers to consider the extraeducational issues raised by home-schooling parents is then discussed. 相似文献
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Galen M. Fisher∗ 《Religious education (Chicago, Ill.)》2013,108(3):186-188
Education is seen from an historical interpretation, is related to religion, and is often split between a rigid classical view and a dynamic pragmatic view. Religion and education are mutually interdependent 相似文献
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We conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance. Participants experienced personal transformations, which they attributed to spending extended time in pristine nature, separation of the course from normal life, the community that formed among course participants, and the intensity and challenge of the course. Whereas outcomes related to personal growth, as opposed to changes in environmental behaviors (instrumental learning), are consistent with participant motivations for joining OAE courses and with most course activities, transformative learning theory suggests ways in which courses might integrate personal growth with instrumental learning to better foster environmental behaviors post-course. 相似文献
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Conclusions This study does not lend support to the assumption that sequencing of information for concept learning is superior to presenting
the information as one complete whole. Transparency Versions 1 and 2 presented the concepts visually in controlled sequential
order while Transparency Version 3 presented the concepts visually as a complete unit. The differences between the three transparency
styles (F = 21049) were the smallest of the three main effects of the study. An equivalent set of 2 × 2 slides might have
accomplished the same results as Transparency Versions 2 and 3.
Noncolored images produced more learning in terms of achievement than did colored images on transparencies. This finding would
agree with the research related to color in 16mm films and television.
Positive backgrounds produced more learning than negative backgrounds. It should be noted that there was no evidence in terms
of signficance levels to support these conclusions. If this writer were to design a transparency projectual which might produce
the most learning, it would be one that employed sequencing with black images on a clear positive background. That transparency
projectual seemed to accomplish the most learning for the subjects in this study. 相似文献
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