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Theresa Richardson Erwin V. Johanningmeier 《International Journal of Educational Research》1998,27(8):293
This chapter addresses the origin, legacy, and persistence of intelligence testing in the United States as a process whereby education was colonized by the field of psychology. The convergence of events which fostered the development of intelligence tests and which maintain them in high standing link the history of schooling to the larger field of social change and reinforce the idea that schools are inseparable from the social climate of which they are a product. Intelligent tests were created as, and are, efficient sorting mechanisms in schools that reflect dominant values and contribute to social stability by justifying unequal educational outcomes as a natural and objective process. In spite of their seemingly meritocratic potential, intelligence tests are a primary mechanism for the reproductive role of schooling in society as reinforcing class, race, and ethnic biases. 相似文献
83.
During several of the sessions of the Council of Jewish Education at the annual Conference of Jewish Communal Service held in Baltimore, June 2–5, 1985, the critical relationships of the central agency for Jewish education were examined. The symposium that follows represents three of the papers delivered at the conference with an introduction by Dr. Elliot Schwartz, who coordinated the CJE sessions. 相似文献
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Kompanje EJ 《Child abuse & neglect》2007,31(9):1013-1017
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Hardonk S Bosteels S Desnerck G Loots G Van Hove G Van Kerschaver E Vanroelen C Louckx F 《American annals of the deaf》2010,155(3):339-352
Factors contributing to parents' decision when they choose between cochlear implantation (CI) and traditional hearing aids for their child were examined. The subjects were children with severe/profound hearing loss, born 1999-2001, registered in the universal neonatal hearing screening program in the Flanders region of Belgium. Qualitative data collected retrospectively from parents were subjected to thematic content analysis. In their responses to professional advice, parents were segmented into 3 groups: (a) those whose primary considerations were the importance of oral language development and the relative potential of CI and traditional hearing aids; (b) those for whom alternative factors (e.g., medical risks, ethical issues) were paramount, even in the face of professional advocacy of CI; (c) those who followed professional advice against CI. The researchers conclude that care professionals should be sensitive to the impact of their advice and other factors in parental decision making. 相似文献
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