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This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers’ professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that ‘addressing social issues’ can be identified as a dimension of teachers’ professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems. 相似文献
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Juárez-Maldonado CE Ortega-Saavedra G Huichan-Olivares F Gómez-Romero J Cruz-Morales SE Arriaga-Ramírez JC 《Learning & behavior》2006,34(4):374-378
The serial position effect in Long-Evans rats was evaluated in two experiments. In Experiment 1, the effect in a group for
which an interstimulus interval (ISI) was introduced between items in a list of demonstrators was compared with that in a
group without an ISI. With an ISI, a recency effect was produced. In Experiment 2, a serial position effect group was compared
with four groups in which either the distinctiveness or the context of the middle item was changed, relative to the items
on either side of it. A von Restorff effect was produced when a rat from a different strain was used as a demonstrator in
Position 2. The results for Experiment 1 are discussed in relation to interstimulus effects in monkeys and those for Experiment
2 with respect to changes in the physical properties of middle items. 相似文献
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Edith Mukudi Omwami Edmond J. Keller 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,38(3):5-31
Budgetary capacity that would allow for the public funding of the provision of universal access to primary education is lacking
in many sub-Saharan economies. National revenues significantly lag behind the overall economic productivity measure of GDP.
Analysis of data derived from UNESCO and UNDP for 2004 shows that governments in the region spend far less in US dollars per
unit cost on primary education than do developed countries. Increasing the unit cost of education in order to enable a government
to guarantee universal primary education would take away resources from other tiers of the education system in many countries
in the region. The alternative is to universalise access, despite existing budget allocation constraints, and thereby further
compound the problems of poor infrastructure and limited human resource capacity that continue to compromise education quality
in sub-Saharan Africa. 相似文献
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