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451.
Classification and Framing of the Curriculum in Evangelical Christian and Muslim Schools in England and The Netherlands 总被引:1,自引:0,他引:1
Geoffrey Walford 《Educational studies》2002,28(4):403-419
This article examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education. Various schools take different views about how aspects of religious belief should be taught and how Christian or Muslim belief should be related to the wider curriculum of the school. While some of the schools have attempted to integrate, for example, evangelical Christianity throughout the whole of the curriculum, others have been content to have the religious teaching as a separate component of the curriculum. This paper uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools. Through a series of case studies of schools and curricula it examines the nature of the curricula and their possible effects on children. 相似文献
452.
Geoffrey Howson 《Teaching Statistics》2002,24(1):17-21
This article critically explores several issues related to requirements for probability teaching in various national curricula. 相似文献
453.
In this paper, we compare the publication outcomes of two teams within a multi-university scientific alliance. Scientists in one team share similar scholarly backgrounds and work in a well established paradigm, while scientists in the second team have different backgrounds and work in an emergent discipline. While the alliance has increased the productivity of both teams, this increase was highest for the more heterogeneous team. In addition, while the variety of knowledge concepts employed in their research was initially higher for the heterogeneous team, this gap narrowed over time. We discuss the implications of our research for alliance design. 相似文献
454.
Geoffrey Baird 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(2):223-234
Efficiently managing laboratory test utilization requires both ensuring adequate utilization of needed tests in some patients and discouraging superfluous tests in other patients. After the difficult clinical decision is made to define the patients that do and do not need a test, a wealth of interventions are available to the clinician and laboratorian to help guide appropriate utilization. These interventions are collectively referred to here as the utilization management toolbox. Experience has shown that some tools in the toolbox are weak and other are strong, and that tools are most effective when many are used simultaneously. While the outcomes of utilization management studies are not always as concrete as may be desired, what data is available in the literature indicate that strong utilization management interventions are safe and effective measures to improve patient health and reduce waste in an era of increasing financial pressure. 相似文献
455.
Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric evaluation). Classical Test Theory and Item Response Theory provide two psychometric frameworks for evaluating the quality of assessment tools. We discuss how these theories can be applied to assessment tools generally and then apply them to the Digital Logic Concept Inventory (DLCI). We demonstrate that the DLCI is sufficiently reliable for research purposes when used in its entirety and as a post-course assessment of students’ conceptual understanding of digital logic. The DLCI can also discriminate between students across a wide range of ability levels, providing the most information about weaker students’ ability levels. 相似文献
456.
Developmental science has increasingly scrutinized how environmental hazards influence child outcomes, but few studies examine how contaminants affect disparities in early skill formation. Linking research on environmental inequality and early childhood development, this study assessed whether differences in exposure to neurotoxic lead explain sociodemographic gaps in school readiness. Using panel data tracking a representative sample of 1266 Chicago children (50% female, 16% White, 30% Black, 49% Hispanic, μage = 5.2 months at baseline, collected 1994–2002), analyses quantified the contribution of lead contamination to class and racial disparities in vocabulary skills and attention problems at ages 4 and 5. Results suggested that lead contamination explains 15%–25% and 33%–66% of the disparities in each outcome, respectively, although imprecise estimates preclude drawing firm inferences about attention problems. 相似文献
457.