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Svetlana Bardina 《Educational Philosophy and Theory》2017,49(14):1381-1391
This article intends to re-examine Rousseau’s educational theory in the context of the nature/culture opposition. In contemporary discussions on the nature/culture dualism, it has been often stated that his educational theory is based on the assumption that a child is a natural being. However, the author demonstrates that Rousseau was instead committed to a duality of human nature; this influences his educational theory. In his model, human nature consists of a natural and a social side; these two parts are in conflict which seems unsolvable due to the present state of society. A child is regarded as a figure which is open to the future reconciliation of nature and culture. Thus, Rousseau’s model of education is presented not from the standpoint of the present state of society, but from the standpoint of an ideal state which might be built in the future. In addition, the examination of human duality allows one to show that Rousseau’s ideas on civil and private education are closely interrelated. 相似文献
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Kossybayeva Umitzhan Shaldykova Bagit Akhmanova Danna Kulanina Svetlana 《Education and Information Technologies》2022,27(6):7869-7891
Education and Information Technologies - The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological... 相似文献
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Athanassios Protopapas Svetlana Gerakaki Stella Alexandri 《Journal of Research in Reading》2006,29(4):418-432
Greek is a language with lexical stress that marks stress orthographically with a special diacritic. Thus, the orthography and the lexicon constitute potential sources of stress assignment information in addition to any possible general default metrical pattern. Here, we report two experiments with secondary education children reading aloud pseudo‐word stimuli, in which we manipulated the availability of lexical (using stimuli resembling particular words) and visual (existence and placement of the diacritic) information. The reliance on the diacritic was found to be imperfect. Strong lexical effects as well as a default metrical pattern stressing the penultimate syllable were revealed. Reading models must be extended to account for multisyllabic word reading including, in particular, stress assignment based on the interplay among multiple possible sources of information. 相似文献
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Svetlana Nikitina 《International journal of qualitative studies in education》2013,26(2):251-265
This paper is a critical reflection on students' withholding of relevant personal stories in a college classroom which was uniquely designed to validate and welcome them. The instructor in Stories Under the Skin, an interdisciplinary course in history of science at Harvard, generously shared her own stories in lectures, regularly called upon students' subjective judgement, and engaged them in explicit discussion of the value of personal experience as evidence. Still, students' reactions were those of hesitancy and questioning the appropriateness of personal stories in an academic or scientific discussion. The qualitative lens used in this research not only helps capture the polyphony of student opinions on the subject, but also serves as a key point of debate about the use of interpretive, qualitative data in an academic setting today. The paper calls on students and instructors to acknowledge the difficulty of presenting subjective experiences in the context of academic or scientific discourse, and to consider ways of legitimizing and stimulating the constructive use of personal story in a college classroom. 相似文献
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Objectives
This study examined the effects of individual and contextual factors on reentry into out-of-home care among children who were discharged from child protective services in fiscal year 2004-2005. The objectives were to: (1) examine individual and contextual factors associated with reentry, (2) explore whether there are meaningful groups of youth who differ in terms of risk for reentry, and (3) determine whether relatively homogeneous clusters of child welfare agencies, based on contextual characteristics, differ significantly in terms of the reentry rates of the children whom they serve.Method
The study design involved a multilevel longitudinal analysis of administrative data based on an exit cohort. Two Cox proportional hazards multilevel mixture models were tested. The first model included multiple individual level predictors and no agency level predictors. The second model included both levels of predictors.Results
The results of multilevel Cox regression mixture modeling indicated that at the individual level, younger age, being placed in out-of-home care because of neglect and having physical, health problems corresponded to a decreased likelihood for reentry. At the agency level, lower average expenditures per child and contracting out case management services were associated with faster reentry into out-of-home care.Conclusions
This study demonstrates that children who reenter out-of-home care appear to be a homogeneous population and that reentry is associated with both contextual factors and individual characteristics.Practice implications
The most important implication that can be drawn from the study findings is that reentry may be most effectively prevented by focusing on such factors at the organizational level as contracting out case management services and funding allocation. Child welfare agencies that are responsible for an array of services and decide to contract out case management should consider the use of performance-based contracts and emphasize and strengthen quality assurance approaches for contracted services. In addition, to compensate for lower funding allocated for children served in out-of-home care, child welfare workers should become more familiar with community resources and help connect families to these supports. 相似文献7.
Natalia Maloshonok Irina Shcheglova Svetlana Zhuchkova 《Higher Education Quarterly》2023,77(4):722-740
This study explored students' orientations towards student–university relationships and how they differ with regard to student characteristics and engagement. We developed an instrument measuring student orientations and utilised it in a survey of Russian undergraduates. Using latent class analysis, we identified the following types of Russian students' orientations: instructivists, consumerists, constructivists, and students with mixed orientations. As the results showed, the majority of our respondents have consumerist or mixed orientations that mostly mismatch with the actual models of student–university relationships at Russian universities. We also found that students with these orientations are less engaged than instructivists and constructivists. These findings demonstrate the importance of seeking an optimal match between diverse undergraduate orientations and the actual educational model, which fits national and institutional contexts. 相似文献
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Yurinova Evgenia A. Byrdina Olga G. Dolzhenko Svetlana G. 《Education and Information Technologies》2022,27(2):1841-1863
Education and Information Technologies - The shift towards digitalization in education, intensified by the COVID-19 pandemic-related issues, has led to the emergence of a need to expand the borders... 相似文献
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Fang Menglin Tapalova Olga Zhiyenbayeva Nadezhda Kozlovskaya Svetlana 《Education and Information Technologies》2022,27(3):3065-3078
Education and Information Technologies - Digital gaming has become a regular part of life for today’s pre-schoolers. Hence, there is a need to look at the integration of digital technology... 相似文献
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Svetlana Chachashvili-Bolotin Marina Milner-Bolotin Sabina Lissitsa 《International Journal of Science Education》2016,38(3):366-390
Based on the Social Cognitive Career Theory (SCCT), the study aims to investigate factors that predict students’ interest in pursuing science, technology, engineering, and mathematics (STEM) fields in tertiary education both in general and in relation to their gender and socio-economic background. The results of the analysis of survey responses of 2458 secondary public school students in the fifth-largest Israeli city indicate that STEM learning experience positively associates with students’ interest in pursuing STEM fields in tertiary education as opposed to non-STEM fields. Moreover, studying advanced science courses at the secondary school level decreases (but does not eliminate) the gender gap and eliminates the effect of family background on students’ interest in pursuing STEM fields in the future. Findings regarding outcome expectations and self-efficacy beliefs only partially support the SCCT model. Outcome expectations and self-efficacy beliefs positively correlate with students’ entering tertiary education but did not differentiate between their interests in the fields of study. 相似文献