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351.
Nilay Bilsel Özgür Dinçyürek 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):394-410
This paper examines how politics have shaped Turkish Cypriot educational institutions and school buildings in Cyprus, focusing on the British colonial period (1878–1960). Unlike other British colonies, Cyprus enjoyed considerable autonomy on educational matters in the early decades of British occupation. During this period education, which was segregated, played a pivotal role in cultivating national aspirations of the two major ethnic populations on the island. The two decades following the 1931 revolt against the colonial regime was a period in which the British took serious measures in matters relating not only to education but also to school architecture. Atatürk’s reforms in creating a new modern Turkish society, on the other hand, evoked Turkish Cypriot ethnic nationalism. Without having the tension of the ideals of nationalism and modernism Turkey had to pacify, Turkish Cypriots embraced the modern as necessarily national and built their schools during and after the 1950s in a modern style. 相似文献
352.
Burçak Altay 《Educational gerontology》2017,43(4):198-208
In design disciplines, an affective understanding of users’ everyday lives can increase designer sensitivity and awareness, leading to higher-quality design outcomes. Developing students’ empathic understanding within design education is required to accomplish this goal. This article discusses learning strategies that enhance students’ empathic horizons, and specifically analyzes an assignment conducted in an Interior Architecture and Environmental Design course, “The Grandparent Experience.” Here, exposure through observation and interviewing, and art-based methods are employed to develop students’ empathy towards older adults. We conducted a survey with students who completed the exercise and the course, exploring their perspectives on their learning. The results reveal that students had positive views on the assignment’s effectiveness regarding the learning outcome and learning process. Implications for empathic design education and educational gerontology are discussed. 相似文献
353.
354.
François Orivel 《Prospects》1991,21(3):341-350
Director of IREDU (Institut de Recherche sur l'économie de l'éducation), a laboratory of the CNRS (National Centre for Scientific
Research) at the University of Burgundy in Dijon. Author of numerous books and articles on the sujet of the costs, financing
and efficiency of education systems. He is also a consultant to international organizations (UNESCO, IIEP, UNDP, OECD, World
Bank, ILO) and governments, particularly in sub-Saharan Africa. 相似文献
355.
Marie-Germaine Pêcheux François Findji Josette Ruel 《European Journal of Psychology of Education - EJPE》1992,7(3):209-218
Infants’ abilities to focus attention on objects and mothers’ behaviors mobilizing the attention of their child were studied in a sample of 30 dyads, at 5 and 8 months of age. It was hypothesized that at the younger age infants need their mothers’ scaffolding to explore their environment, and that the frequency of mothers’ encouragements at that age is related with their attentional capacities at 8 months; at this later age, mother’s and infant’s behaviors should no more be correlated. Data concerning both the total frequency of the target behaviors and the length of individual occurrences strongly confirm the hypotheses. They imply that in the mother attention getting should be distinguished from attention holding, and are discussed in terms of educational consequences. 相似文献
356.
On the testing of standards and standardized achievement testing: Panacea,placebo, or pandora's box?
Parents and educators concerned with the quality of education in Canadian schools have been subjected to a concerted campaign (through editorials, columns, and letters to the editor in major dailies and magazines, as well as a spate of books with alarmist titles) aimed at convincing them that the lack of adequate testing represents a major shortcoming and a stumbling block to educational reform. Provincewide and nationwide standardized achievement tests are offered as an indispensable tool to understand what works and what does not, to let parents know how schools are doing and how well their children are performing, and to make teachers and school boards accountable. Provincial education authorities are finding it increasingly difficult to resist the pressure, with Ontario the latest to jump on the testing bandwagon. However, although concerns about school curricula and about the best methods for testing student learning and performance are legitimate, the belief that standardized achievement tests are part of the solution to many ills allegedly afflicting our educational system does not stand up to the increasingly clear evidence of the many problems associated with the construction and administration of these tests, as well as the misuse and abuse of test scores. Far from being a panacea, this approach has proved to be fraught with dangers and adverse effects, from a narrowing of the curriculum to overemphasis of routine processes at the expense of higher learning skills, with virtually no empirical support for the purported benefits. With Canadian students facing the risk of being subjected to the same abuses as their U.S. counterparts, this paper reviews recent contributions and attempts to alert educators and policymakers to the serious deficiencies of this type of testing. 相似文献
357.
François Louis 《Prospects》1997,27(2):285-296
Conclusion It may be pointed out in conclusion that the two connotations of the word ‘network’— the fact of working together coupled
with that of the new information and communication media—finally come together and situate the French education system in
a real context of change, for both connotations are obviously complementary.
Communication, co-operative work, the pooling of resources and skills, with a view to improving the quality and effectiveness
of education and promoting equality of opportunity through access to knowledge, are central to these various projects. Thanks
to the greater flexibility made possible by these tools, a new public—those who are isolated or those who find it impossible
to move—are and will be taken into account. The purpose of these projects is to increase the performance of the education
system and adapt it to the social and economic realities of the community. This shows how important it is to facilitate their
implementation, in association with all partners concerned.
Original language: French
Fran?ois Louis (France) University degrees in public law and labour law and a graduate of the French école nationale d'administration (ENA) (1979).
Since 1989, he has been head of the Planning and Resources Management Unit of the French Direction des lycées et collèges,
after having held the post of Secretary-General of educational administration for the Paris region. In 1994, he published
a book entitledDécentralisation et autonomie des établissements [Decentralization and school autonomy], as well as a report published by OECD in 1995 entitledL'enseignement secondaire en France, la mutation des dix dernières années [Secondary education in France, a decade of change]. 相似文献
358.
Jean-Marc Bernard Alain Patrick Nkengne Nkengne Fran?ois Robert 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,68(1):555-575
SCHOOL CURRICULA REFORMS IN PRIMARY SCHOOLS IN AFRICA: MYTH VS. REALITY - This paper proposes a critical analysis of the introduction
and implementation of new school curricula in Africa based on the example of the skills based approach (SBA). In many countries,
the SBA has been chosen as the most appropriate and relevant method to change their school curriculum and improve education
quality. We analyse the implementation of those new curricula based on the SBA in primary schools in Mauritania. The results
show that the main problems affecting pupils’ achievement lie rather in the effective implementation of curricula in the classrooms
than in their contents. Additional analyses show that this result is confirmed in other African countries. As a background
analysis, we present the origins of SBA, define its purposes and assess its limits from a pedagogical point of view. The weaknesses
of this approach in taking into account the needs and the realities of African educational systems are stressed. These various
elements lead to the conclusion that if curriculum reforms are often necessary in African countries, this can not be a cure
for education quality issues. 相似文献
359.
360.
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. 相似文献