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31.
Edmund S. de Brunner 《The Educational forum》2013,77(2):181-186
In a previous article entitled, “Social Trends and Education” the writer pointed out that some clearly discernible social trends were setting increasingly important problems for the schools that were being given little attention. I n that discussion, one item was omitted because of space considerations, namely the growing trend toward the interdependence of all social and economic groups in our society. This trend seems to the writer to involve developing new techniques of social control in harmony with our democratic principles. The failure to recognize the implications of this trend and uneasiness on the part of some over the changes that perforce it is bringing about, seem to result in threats to our society which for several reasons leaders in and out of education are dodging. This raises the question as to the type of leadership called for, the education they should have and the goals toward which they may be expected to head. This article attempts briefly to discuss these matters. 相似文献
32.
Knowledge and the educative functions of a university: Designing the curriculum of higher education 总被引:1,自引:1,他引:0
Edmund C. Short 《课程研究杂志》2013,45(2):139-148
The central thesis of this paper is that the learning of science in integrated curricular contexts requires a broader theoretical framework than is typically adopted by researchers and teachers. The common practice of interpreting science learning in terms of conceptual and procedural understandings in such contexts is problematized through an examination of the literature. As an alternative to the traditional approach, a triangulation of three theoretical perspectives is undertaken to view the science learning in a classroom case study of integrated curriculum. The conclusion highlights the necessity of balance between the disciplinary forces on curriculum and the forces that better reflect the multiple dimensions of learning in the real world. The use of theoretical triangulation is demonstrated as a technique through which a balanced, and more complete, view of learning in integrated contexts can be achieved. 相似文献
33.
Franz Hilker Alan C. Purves Edmund King Fernand Hotyat Gordon Bishop Birger Bromsjö A. Harry Passow Willard C. Olson Gilbert de Landsheere Douglas M. McIntosh John I. Goodlad 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(3):356-376
34.
R. P. Clark Einar Lilja Eve Malmqvist Louis Arnaud Reid Edmund King John Downing C. M. Fleming Arnould Clausse G. de Landsheere Vernon Mallinson Paul Nash Tomio Goto M. A. Brimer Rudolf Cohen Gerhard Pause M. J. Langeveld W. E. Vliegenthart Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382
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