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101.
Jan Nespor 《British Journal of Sociology of Education》2007,28(6):753-766
This paper examines the organization and representation of time in certain kinds of undergraduate programs, here represented by a sociology program in a US university. Written requirements for the major are analyzed as constituting a ‘chart’ that defines academic time in terms of units of before–after relationships. The paper shows how students ‘reuse’ these temporal units when charting paths through the university and reckoning their academic work to specific futures. 相似文献
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“Countability not answerability?” Accountability in Hong Kong and Singapore universities 总被引:1,自引:1,他引:0
Singapore and Hong Kong are vying to be the principal educational hub for the Asia-Pacific region and have begun to compete with Australia, Britain, Canada and the USA in providing cross-border education. Although these four Anglo-American countries still dominate cross-border education, Singapore and Hong Kong hope to make inroads into this export market and compete on the global stage. To create “world-class” universities, Singapore and Hong Kong have introduced quality assurance mechanisms, diversified funding sources, and restructured their university governance systems. This article compares the accountability measures introduced into Hong Kong and Singapore universities, and the responses of academics and administrators to these measures. The results indicate that both countries introduced greater autonomy as they augmented accountability for their universities, and the term “decentralised centralism” describes the kind of government control exerted in these Asian universities in the twenty-first century. 相似文献
106.
Yllza Xerxa Leslie A. Rescorla Jan van der Ende Manon H.J. Hillegers Frank C. Verhulst Henning Tiemeier 《Child development》2021,92(1):291-307
Parental psychopathology can affect child functioning, and vice versa. We examined bidirectional associations between parent and offspring psychopathology in 5,536 children and their parents. We asked three questions: (a) are parent-to-child associations stronger than child-to-parent associations? (b) are mother-to-child associations stronger than father-to-child associations? and (c) do within- and between-person effects contribute to bidirectional associations between parent and offspring psychopathology? Our findings suggest that only within-rater bidirectional associations of parent and offspring psychopathology can be consistently detected, with no difference between mothers and fathers. Child psychopathology was hardly associated with parental psychopathology. No evidence for cross-rater child-to-parent associations was found suggesting that the within-rater child-to-parent associations reflect shared method variance. Moreover, within-person change accounted for a part of the variance observed. 相似文献
107.
Eppler Elisabeth Meyer Jan Serowy Steffen Link Karl Pauk Barbara Filgueira Luis 《Research in Science Education》2021,51(2):277-299
Research in Science Education - This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the realworld of scientific publishing in a cell and... 相似文献
108.
Lovett MW De Palma M Frijters J Steinbach K Temple M Benson N Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth. 相似文献
109.
Jan Bijstra Sandy Jackson Paul van Geert 《European Journal of Psychology of Education - EJPE》1991,6(3):291-301
One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution. 相似文献
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