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1.
《欧洲教育》2013,45(4):46-54
Educational research in Luxembourg has up to now no official status. There are, however, three centres involved in educational research. The Centre of Educational Research (CRP) of the Ministry of Education was set up in 1976 to help in the reform of the educational system. The educational Institute (Institut Pédagogique) — a teacher education college for primary school teachers — of Walferdange has been engaged in educational research for the past 10-15 years; it has been concentrating on problem-solving research. The University Centre of Luxembourg is also doing some educational research. 相似文献
2.
François Louis 《Prospects》1997,27(2):285-296
Conclusion It may be pointed out in conclusion that the two connotations of the word ‘network’— the fact of working together coupled
with that of the new information and communication media—finally come together and situate the French education system in
a real context of change, for both connotations are obviously complementary.
Communication, co-operative work, the pooling of resources and skills, with a view to improving the quality and effectiveness
of education and promoting equality of opportunity through access to knowledge, are central to these various projects. Thanks
to the greater flexibility made possible by these tools, a new public—those who are isolated or those who find it impossible
to move—are and will be taken into account. The purpose of these projects is to increase the performance of the education
system and adapt it to the social and economic realities of the community. This shows how important it is to facilitate their
implementation, in association with all partners concerned.
Original language: French
Fran?ois Louis (France) University degrees in public law and labour law and a graduate of the French école nationale d'administration (ENA) (1979).
Since 1989, he has been head of the Planning and Resources Management Unit of the French Direction des lycées et collèges,
after having held the post of Secretary-General of educational administration for the Paris region. In 1994, he published
a book entitledDécentralisation et autonomie des établissements [Decentralization and school autonomy], as well as a report published by OECD in 1995 entitledL'enseignement secondaire en France, la mutation des dix dernières années [Secondary education in France, a decade of change]. 相似文献
3.
This article describes a real-life project currently being conducted in Burkina Faso—the bilingual education continuum—and
explains its original and innovative aspects with respect to the teaching methods used and the development and process by
which it is implemented in the schools. The article focuses on five main points: the status of bilingual education; the minimum
factors needed for its success; the implications concerning the role of the teachers; the obstacles encountered; and strategies
used to introduce bilingual education, while overcoming various obstacles.
Catherine Traoré (Burkina Faso) Holder of a postgraduate diploma (DESS) in intercultural psychology and educational practice from the University of Toulouse II—le Mirail, France, she is director-general of the Centre for Research in Educational Innovation and Training. She is an educational psychologist, expert in competency-based curriculum development and the training of trainers, and member of the pool of French-speaking experts in educational sciences. Catherine Kaboré (Burkina Faso) Holder of a postgraduate diploma (DEA) in languages and humanities, with a specialization in socio-linguistics, she is director-general for literacy and informal education at the Ministry of Basic Education and Literacy in Burkina Faso. An expert in teenage and adult literacy, her research focuses on the impact of literacy in rural areas and on the post-literacy phase. She has carried out numerous experience-sharing consultancies and assignments in the field of basic education and held several high-level positions within the department in charge of basic education in Burkina Faso. Dieudonné Rouamba (Burkina Faso) Director-general of the National College for Primary School Teachers in Ouahigouya, Burkina Faso, he is a specialist adviser on teachers and the implementation of basic training. He has previously held several high-level posts in his country, including primary education inspector, head of constituency and at the same time provincial director for basic education. 相似文献
Dieudonné RouambaEmail: |
Catherine Traoré (Burkina Faso) Holder of a postgraduate diploma (DESS) in intercultural psychology and educational practice from the University of Toulouse II—le Mirail, France, she is director-general of the Centre for Research in Educational Innovation and Training. She is an educational psychologist, expert in competency-based curriculum development and the training of trainers, and member of the pool of French-speaking experts in educational sciences. Catherine Kaboré (Burkina Faso) Holder of a postgraduate diploma (DEA) in languages and humanities, with a specialization in socio-linguistics, she is director-general for literacy and informal education at the Ministry of Basic Education and Literacy in Burkina Faso. An expert in teenage and adult literacy, her research focuses on the impact of literacy in rural areas and on the post-literacy phase. She has carried out numerous experience-sharing consultancies and assignments in the field of basic education and held several high-level positions within the department in charge of basic education in Burkina Faso. Dieudonné Rouamba (Burkina Faso) Director-general of the National College for Primary School Teachers in Ouahigouya, Burkina Faso, he is a specialist adviser on teachers and the implementation of basic training. He has previously held several high-level posts in his country, including primary education inspector, head of constituency and at the same time provincial director for basic education. 相似文献
4.
Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective,
as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena:
the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers,
in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing
unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed
to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase
their own awareness of the European context—not simply the national context—in which they work. They need also to develop
perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored
by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage.
Original language: English
Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling.
Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus
is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social
Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include:
‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998).
Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a
primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender
and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network
of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995).
This article consists of reflections on recent research presented at the European Conference on Educational Research by the
joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association. 相似文献
5.
Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process.
As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries
are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making
sense of the challenge of keeping current technology in educational leadership programs.
She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school
management, to aspiring administrators.
Ms. Alice B. Hambright, a former public school teacher. 相似文献
6.
“New Basic Education” and me 总被引:1,自引:0,他引:1
Lan Ye 《Frontiers of Education in China》2009,4(4):558-609
Initiated in September 1994, “New Basic Education” first underwent a five-year Exploratory Research phase from September 1994
to May 1999, which was followed by a second five-year Developmental Research phase from September 1999 to May 2004. Thus during
the past ten years, “New Basic Education” has undergone a complete research process, including the presentation of the problem,
the formation of results, and finally the dissemination, application, perfection, and development of its research. This study
has preliminarily explored the transformation of schools, educational theories and educational research methods in China.
The author hopes to respond actively to educational changes caused by our transforming society through her professional research.
She presents in this paper the retrospective notes of her subjective state, such as her thought process, planning, actions
and experiences while conducting and developing “New Basic Education” research.
“New Basic Education” research originated from ten years of theoretical preparation (amassing basic educational theory, the
methodology for educational research, and meta-research of educational disciplines), as well as from the author’s personal
experiences conducting field research during the past three years and her profound reflections on the nature of the social
transformations taking place in late 20th century China. During the Exploratory Research phase, “New Basic Education” research—which consists of reconstructive research
on educational theory and practice—regards the rebuilding of educational aims as its theoretical starting point. Additionally,
“New Basic Education” research regards schools, which provide nine-year compulsory education as the entire unit of practical
research. The research also focused on classroom education, teaching reform, and school management for the experimentation
and reform of the schools. As for the core issue of methodology, the crux of the issue lies in how to deal with the relations
between theoretical research and practical research and the relationship between theoretical researchers and practical researchers. 相似文献
7.
Armin Gretler 《Prospects》1999,29(3):379-392
Summary This article is divided into three parts. It begins with an overview of the historical background of educational research
as a scientific discipline which emerged in Europe towards the end of the nineteenth century and gives two definitions: the
first characterizes educational research as to its content, the second as to its functions. The second part deals, one by
one, with the national and international structures of educational research and development. The article ends with a series
of views on the prospects for educational research, deliberately looking beyond the European framework.
Original language: French
Armin Gretler Graduated in sociology at the University of Geneva and took post-graduate courses at the Bologna Centre of the Johns Hopkins
University, the Paul H. Nitze School of Advanced International Studies and at Pittsburgh State University. Vocational education
researcher at the International Labour Office (ILO) from 1963 to 1968. Independent researcher from 1968 to 1971. Director
of the Swiss Co-ordination Centre for Research in Education (CSRE) in Aarau since 1971. Member of Parliament for the Canton
of Aargau from 1979 to 1993, member of that canton's Education Council from 1977 to 1989. Founding member of the Société suisse
de recherche en éducation and of the European educational Research Association (EERA). He has published several books and
many articles on educational research. 相似文献
8.
迎接数字化校园的挑战-教育变革模型及其应用 总被引:1,自引:0,他引:1
汪琼 《北京大学教育评论》2005,3(3):107-112
数字化校园会改变学校的很多方面。如何应对诸多教育变革、有序高效地发挥数字化校园的威力,是很多学校都关心的问题。本文介绍了国外有关教育变革的研究成果,这些研究可以用来指导学校更好地制订相关政策、设计教师培训、推动技术应用。 相似文献
9.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
10.
Éric Binet 《Prospects》1999,29(3):444-454
Conclusion Her brief experience of paediatrics and her subsequent discovery of psychoanalysis gave Fran?oise Dolto access to a therapeutic
practice enabling her to apply ethical principles that were in conformity with her view of the human person. This path led
her to develop a prophylaxis, put to the test in various institutional projects, with a ‘socializing’ or ‘educational’ value.
Psychoanalysis thus not only enabled her to bring the light of ethics stemming from it to bear on the therapeutic process,
but also stimulated her in her educational and spiritual activity.
It was, no doubt, that feature of her thinking that prompted Dolto, in her relations with others, always to use speech for
the benefit of the person by calling or recalling each person to his or her archaic desire. This is perhaps the origin of
what prompted in her readers and listeners that jubilant enthusiasm so decried thereafter. There is a paradox here between
the rejection of any claim to set standards and any imitation, and the power to attract an extensive readership or audience
that ‘imitated’ and ‘set standards’, and, above all, was not steeped in the ethical convictions that she alone knew to be
essential to any application of her ‘advice’.
The very inner distinctiveness of her therapeutic, educational and spiritual action no doubt explains the absence, as Dolto
saw it, of pupils to whom she might have taught the essence of her practice, since her subjectivity—the sense of her genius,
her faith—is not something that can be taught.
Original language: French
éric Binet (France) Clinical psychologist in the public child welfare department of the département of Hauts-de-Seine, Paris, and mother and
child welfare service for the City of Paris. He is also an instructor at the National Childhood and Family Institute, Centre
d'Innovation et de Recherche dans le Champ Social, Paris. He is at present working for a doctorate in the educational sciences
at the Université Lyon II, under Professor Guy Avanzini, and completing a thesis on the educational thinking of Fran?oise
Dolto.
I wish to thank Colette Parcheminier, who is in charge of the association ‘Archives et documentation Fran?oise Dolto’ [Fran?oise
Dolto: records and documents], for her invaluable assistance in this work. 相似文献
11.
法国教师培训学院(IUFM)评介 总被引:3,自引:0,他引:3
古立新 《广东教育学院学报》2004,24(3):52-57
法国教师培训学院(IUFM)是1990年开始在全国各学区设立的统一、专门化的大学层次教师教育机构,直属国民教育部管辖,其主要任务是培养、培训从幼儿园到高中所有层次的各类师资和开展教育、教学研究。IUFM是以教师职前培养的大学化、教师职前培养与职后培训的一体化和教师教育的专业化为理念而建立的一种新型的教师教育模式。它集资源整合、教师教育和教育、教学研究功能于一身,对我国当前的教师教育改革有重要借鉴意义。 相似文献
12.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献
13.
The Aid for the Development of the People by the People (ADPP), a non-governmental organization (NGO), in collaboration with
Angola’s Ministry of Education, has set up a network of secondary schools to train teachers to work in primary schools in
the rural areas of Angola. These schools, called Training Colleges for the Teachers of the Future (CTFs), are involved in
training a new type of teacher. This article discusses this educational practice, the main aim of which is to train primary
teachers to work in the rural areas where too few trained teachers are willing to be posted. The authors describe the measures
taken to better meet the needs of the rural areas in terms of teachers who have been properly trained and are motivated to
work in such an environment, and then go on to analyse the reasons underlying the success of the CTF programme, specifically
the fundamental differences from the state-run teacher training colleges, the way this new practice forms part of the overall
reform of the education system and its role in the Education for All (EFA) initiative, and the fight against poverty.
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
André Jacinto DiasalaEmail: |
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
14.
The purpose of this study is to evaluate the educational value of teaching practicum in secondary schools. For this purpose,
on the basis of literature review and interviews, three evaluation criteria for measuring educational value of teaching practicum
are constructed as follows: (1) practical teaching competence, (2) readiness for teacher, and (3) maturity in character. A
total of 29 pre-service teachers in the College of Education at Seoul National University in South Korea participated voluntarily
in this study, and their practical teaching competence, readiness for teacher, and maturity in character were measured twice
before and after teaching practicum. As a result, the teaching practicum had significantly improved pre-service teachers’
practical teaching competence, readiness for teacher, and maturity in character. In other words, teaching practicum increases
the educational value. This study provides a conceptual framework and three instruments for measuring the educational value
of many other teaching practicums.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University,
Seoul, Korea, October 23–25, 2007. 相似文献
15.
Santosh Sharma 《Educational Media International》2013,50(1):68-72
English: This paper discusses the interactive television technologies that are under development and experimentation in India. India, has developed Satellite based analogue and digital transmission systems for training and development purposes. The National Council of Educational Research and Training and Indira Gandhi National Open University have successfully conducted several experiments in training of in-service teachers using one-way video and two-way audio system. Use of VSAT and ISDN delivery channels is under experimentation, which provide two-way audio and video interaction during the teaching-learning process. The success of these programmes in teacher training has far reaching implications for teacher education in India. Français: Cet article décrit les technologies de télévision interactive qui sont développées et experimentées en Inde. L'Inde a mis au point des systèmes de transmission analogues et digitaux par satellite. Le Conceil National pour la Recherche et la Formation en Èducation et l'Université Ouverte Nationale Indira Ghandi ont conduit avec succès plusieurs expériences sur la formation continue des enseignants utilisant la vidéo et un système émetteur-récepteur. L'utilisation des systèmes de diffusion VSAT et ISDN est expérimentée, ce qui fournit un système audio emetteur-récepteur et une interaction vidéo durant le processus de formation. Le succès de ces programmes dans la formation des mâitres a des implications à longue échéance pour l'éducation en Inde. Deutsch: In diesem beitrag werden die interaktiven fernsehtechnologien, die in Indien gegenwärtig entwickelt und erprobt werden, vorgestellt. Indien hat satelliten-basierte analoge und digitale Übertragungssysteme für Aus-und Weiterbildungsswecke gebaut. Der National Council of Educational Research and Training und die Indira Gandhi National Open University haben mehrere lehrerfortbildungsprojekte erfolgreich mit mono-direktionalem fernsehen und bi-direktionalem audiosystem durchgefuhrt. Der erfolg dieses programmes in der lehrerfortbildung wird weitreichende folgen für die lehrerausbildung in Indien haben. 相似文献
16.
Teacher education programs are facing a range of external pressures today — from shifts in the educational landscape to an ever-expanding curriculum to meet changing standards. In this article we shared how our process of “reforming from without by leading from within” is the beginning of a culture change. Partnership initiatives, newly involved classroom teachers, school liaisons, training for classroom teachers and university faculty alike, all may make a difference in our culture and our efforts. As teacher educators we must adapt our programs to the changing standards for teachers, accountability measures and student testing, and a diverse population. The ETRA faculty at Northern Illinois University lead from within by seizing opportunities in administrative changes, existing partnerships, funding opportunities, and collaborations. Our goal continues to focus on demonstrating that technology innovation may serve an important role in coping with these external pressures and achieving the changes required. 相似文献
17.
Philippe Jonnaert Domenico Masciotra Johanne Barrette Denise Morel Yaya Mane 《Prospects》2007,37(2):187-203
The article begins by drawing a distinction between the concepts of “curriculum” and “programme of study”, and goes on to
show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping
across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of
the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated
approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition,
distributed cognition/intelligence, collective intelligence and enaction. The value of a situated approach to competence is
that it goes beyond an objectives-based pedagogy, while at the same time incorporating the best of what it has to offer.
Original language: French
Philippe Jonnaert (Belgium)
Doctoral degree in educational studies from the Université de Mons; formerly, a professor at the Université de Louvain-la-Neuve
in Belgium and the University of Sherbrooke in Canada; a visiting professor at the Université René Descartes, Paris 5-Sorbonne;
he is currently a full professor at the Université du Québec à Montréal (UQàM); director of the Observatoire des réformes
en education (ORé); and consultant to various international organizations on issues related to curriculum development. E-mail:
philippejonnaert@yahoo.ca
Domenico Masciotra (Canada)
Doctorate in educational studies from UQáM and completed post-doctoral studies at the Massachussetts Institute of Technology;
he is a researcher for ORé and consultant to the Ministère de l’éducation, du loisir et du sport (MELS) of Quebec. E-mail:
masciotra.domenico@videotron.ca
Johanne Barrette (Canada)
A graduate student in a doctoral programme of educational studies at UQáM; her dissertation concerns informal and tacit learning
acquired through practice in business settings. She has worked as an educational consultant for adult education in the workplace;
as an adult education teacher; as a project manager in charge of a number of Quebec-based and international projects on the
development of competencies in the workplace; and is currently a researcher at ORé. E-mail: barsav@sympatico.ca
Denise Morel (Canada)
Denise Morel holds two master’s degrees: in philosophy (McGill University, Montreal) and in Applied Linguistics (Concordia
University, Montreal); has worked as a teacher, educational consultant and analyst for the English Montreal School Board,
and as a part-time lecturer at Concordia University; has participated in several programme development projects for the MELS
of Quebec, and collaborates with ORé. E-mail: dmorel@emsb.qc.ca
Yaya Mane (Canada)
Holds a doctorate in educational studies from the Université Montréal; has taught at the Institut supérieur des sciences de
l’éducation de Guinée (ISSEG); he is presently a lecturer in the Faculty of Education at the Université Montréal;, a research
officer at the Centre interdisciplinaire de la formation de la profession enseignante (CRIFPE) at the Université Montréal;,
and a researcher at ORé. E-mail: yaya.mane@umontreal.ca 相似文献
18.
This article introduces readers to some of the cultural characteristics of education and educational development in Russia. Action Research is as yet a new influence on Russian educational thinking, and so this article makes a beginning by tracing the connection between the ‘Action Research’ approach and Russian ‘Activity Theory’ in the teacher training process. The assumption of the Russian participants in an international project devoted to action research in teacher training was that the facilitation of the ‘Activity Theory’ approach would make a relevant contribution to an understanding of action research. The practical implications of this link in various different contexts are described in the article. 相似文献
19.
20.
《Australian Journal of Learning Difficulties》2013,18(2):83-92
Abstract Teaching has suffered both as a profession in search of community respect, and as a force for improving the social capital of Australia because of its failure to adopt the results of empirical research as the major determinant of its practice. There are a number of reasons why this has occurred, among them a science‐aversive culture endemic among education policymakers and teacher education faculties. There are signs that change may be afoot. The National Inquiry into the Teaching of Literacy has pointed to, and urged us to follow, a direction similar to that taken recently in Great Britain and the USA towards evidence‐based practice. Acknowledging the importance of teacher education, the National Institute for Quality Teaching and School Leadership began a process for establishing national accreditation of pre‐service teacher education. Two problems do require attention. The generally low quality of much educational research in the past has made the process of evaluating the evidence difficult, particularly for those teachers who have not the training to discriminate sound from unsound research designs. Fortunately, there are a number of august bodies that have performed the sifting process to simplify judging the value of research on important educational issues. 相似文献