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Henry Nielsen 《Science & Education》1993,2(2):169-181
A Danish textbook on the history of technology,Skruen uden ende — Den vestlige teknologis historie (The Endless Spiral: A History of Western Technology), was published in 1990. In the present article, one of the authors presents some of the background to this event and puts the work into historical perspective by describing a number of different traditions for writing textbooks on the history of technology. Next follows a discussion of why history of technology ought to be an important ingredient in upper secondary education and why only the contextualist tradition — inspired by the rapidly developing school of research centered around the journalTechnology & Culture — offers any real hope for providing meaningful teaching materials on history of technology. The paper ends with a brief outline of the textbook's contents, with special emphasis on one of its several case studies describing the development of certain mainstream technologies in the context of the scientific, economic, social and cultural developments existing when the particular technology came into being. 相似文献
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Henry I. Braun 《Journal of Educational Measurement》1988,25(3):171-191
Extracting policy-relevant information from large national surveys of educational achievement is ordinarily a nontrivial task. It is made more treacherous when the data are expressed on scales that are not uniquely determined. The paper begins with a critical analysis of a recent attempt to interpret the findings on reading achievement obtained by the National Assessment of Educational Progress (NAEP). It then describes a new approach to the quantification and interpretation of change and demonstrates its appropriateness for repeated cross-sectional designs such as NAEP. Limitations imposed by the survey design and the nature of the measurements are highlighted 相似文献
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Arandom sample of directors of programs for the deaf in North America were surveyed to get their views about the skills that teacher education programs need to be teaching future teachers of students who are deaf or hard of hearing. The directors were queried about literacy practices, classroom management strategies, and communication strategies used in their programs, and were encouraged to comment freely on the questionnaire items presented to them. Program directors predicted a need for more itinerant and resource teachers. The survey also revealed that programs for the deaf are highly behaviorist (i.e., You do this and you'll get that) in the way they induce students to learn and in how they manage student behavior. 相似文献
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