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81.
The terms ‘primary education’ and ‘primary schools’ were in use long before 1945. However, it was not until 1 April 1945 that primary education became the first of three statutory stages of the English education system. At that time, primary education faced an uncertain future because of the enormous problems it had inherited from the elementary school tradition. This article charts the early challenges that were faced during the years of World War II and immediate post-war period. 相似文献
82.
Assessment has become a central aspect of engineering education for evaluating student learning, attaining accreditation, and ensuring accountability. However, the final step of the assessment process, which requires assessment results be used to redesign courses and programmes, is appreciably underdeveloped in the literature. As such, this work suggests a process, based on the engineering problem-solving method, to analyse and act on problems and successes identified in the assessment results. The process is illustrated through an application to Colorado State University's new programme for Hybrid-Electric Vehicle Engineering, for which the redesign process was originally created. Readers will benefit by simplifying and systematising the essential aspect of the assessment process – application to course redesign – for use in both research and practice applications. 相似文献
83.
The present paper discusses a study of the ecosystemic approach to changing chronic problem behaviour in schools undertaken with a group of 33 primary and two secondary teachers. The impact of the ecosystemic techniques and the main theoretical issues are discussed. Three case examples are presented and conclusions are drawn on the potential of this new approach. 相似文献
84.
Dr. Katrin Kaufmann Dipl.-Päd. Sarah Widany 《Zeitschrift für Erziehungswissenschaft》2013,16(1):29-54
This contribution starts out from the assumption that participation in continuing professional education is realized in the context of different opportunity structures and an analysis of participation selectivity must take account of both self-selection and external selection processes. The different opportunity structures are described using approaches from segmentation and economic theory, which lead to the identification of three segments of continuing professional education. Participation structures in the three training segments are shown using logistic regressions, which take account of socio-demographic and individual characteristics of the social and employment environment. These predictors display segment-specific influences, which emphasizes the importance of differentiated perspectives on continuing professional education. Overall, participation is shown to be clearly influenced by external selection processes. The basis of the analyses is data from the German National Educational Panel Study (NEPS), cohort 2009/10. 相似文献
85.
本文对华东南(台湾,广东,海南)产的广东苏铁、台东苏铁及海南苏铁的形态学、解剖学和分类学问题、以及这几种苏铁的亲缘关系进行了讨论。本文附有检索表及图。 相似文献
86.
This paper describes a small‐scale study of what the authors describe as the ecosystemic approach to changing chronic problem behaviour. The study was undertaken with a group of twelve Leicestershire primary teachers. The technique is briefly described and then teachers' responses to it and its effectiveness are discussed. Four case study examples are presented and finally its potential is considered. Although in this case the work was undertaken with primary teachers, this is an approach which could also be useful at secondary level. 相似文献
87.
Acquiring a Naive Theory of Kinship through Inference 总被引:2,自引:0,他引:2
Ken Springer 《Child development》1995,66(2):547-558
The present study focused on how children acquire a naive theory of kinship. Young children appear to have theoretical beliefs about the biological meaning of kinship relations. It was argued here that these beliefs reflect inductive inferences from simple facts about prenatal growth (e.g, where babies grow). An informal model of the inferences linking facts to theory was proposed and tested. In Experiment 1, 4–7-year-olds who knew the basic facts of prenatal growth were most likely to also express the naive theory of kinship. Virtually none of the children who expressed the theory were unaware of the basic facts. In Experiment 2, teaching the facts to a sample of preschoolers led to some increase in their acceptance of the kinship theory. Overall, the results implicate a type of theory building that involves inferences from preexisting knowledge rather than structural change, use of analogy, or acquisition of new knowledge. 相似文献
88.
89.
Michael Ungar Leslie M. Tutty Sheri McConnell Ken Barter Judi Fairholm 《Child abuse & neglect》2009,33(10):699-708
ObjectiveTo report findings from a study of anonymous disclosures of abuse experiences among a national sample of youth in Canada who participated in violence prevention programming.MethodsA qualitative analysis was done of a purposeful sample of 1,099 evaluation forms completed following Red Cross RespectED violence prevention programming delivered between 2000 and 2003. Forms were selected based on program facilitators identifying voluntary, anonymous disclosures by youth participants of neglect and emotional, physical, and sexual abuse. Additional data for this analysis includes 27 interviews and focus groups that were used to understand the context of these disclosures and to engage the help of youth and program facilitators in the interpretation of findings.ResultsWhile this study is exploratory and non-representative in its design, findings suggest high rates of hidden abuse, with less than a quarter of youth with abuse experiences reporting a disclosure. Disclosure patterns vary with boys, youth aged 14–15, victims of physical abuse, and those abused by a family member being most likely to disclose to professionals or the police. Interviews help to explain the large number of youth who express reticence to disclose to professionals. Specifically, the data show a perception among youth of negative consequences following disclosure.ConclusionsThis data raises questions regarding why youth are reluctant to report abuse to professionals, preferring to cope independently or by confiding in peers. Youth in this study report feeling anxious about disclosing to authorities, fearful of the potential loss of control over decisions which affect them.Practice implicationsFindings suggest that professionals who provide support to young people's own networks of family and friends may help to facilitate youths’ disclosures of abuse. Furthermore, prevention programming that promotes a positive attitude towards disclosure of abuse experiences and provides an anonymous forum (such as an evaluation form) in which to do so is likely to encourage more young people to disclose. 相似文献
90.
This paper outlines key ideas in phenomenology and phenomenological psychology in order to clarify some of the processes which are used in ecosystemics. Occasionally writers take the view that a phenomenological approach indicates simply that we are concerned with an individual's experiences or that we are dealing with subjective perspectives. This paper shows that the important theoretical perspectives and specific techniques of phenomenological psychology provide the basis for important aspects of the ecosystemic approach. 相似文献