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41.
Moses Oketch Moses Ngware Maurice Mutisya Admassu Kassahun Benta Abuya Peter Musyoka 《Peabody Journal of Education》2014,89(1):17-42
In East Africa, there is great effort directed toward ensuring that there is learning and value for money invested in universal education policies initiated over the past decade. Kenya and Uganda are two countries that typify this effort. The effort includes the work of research organisations such as Uwezo, which assess learning levels; RTI, which assesses language and early grade reading; and the work of African Population and Health Research Center (APHRC), which looks at schooling patterns of different households. All these studies paint a disappointing picture both for the universal access Education for All policy and the large sums of money that have been devoted to achieve it. The verdict is that too many pupils in schools are not learning and too many poor ones are excluded from universal public access. Uwezo reports that 70% of pupils in Grade 3 cannot do Grade 2 work, and 9% of those completing Primary 8 in Kenya cannot do Grade 2 work. Answers are not easy to find, so borrowing what has worked elsewhere has been attempted. This article presents one effort toward finding what can work to improve learning for pupils in early grades. It is based on the idea of “Reading to Learn” implemented elsewhere and attempted in East Africa by Aga Khan Foundation and independently evaluated by APHRC using randomization methods. Lessons presented highlight the role and complexities of randomization in addressing the educational challenges in East Africa. 相似文献
42.
James Robert Parish Don E. Stanke Maurice Zolotow Bruce Cook Brenda Maddox Peter Ustinov 《Communication Booknotes Quarterly》2013,44(4):56-57
Kenneth L. Geist's Pictures will Talk: The Life and Films of Joseph L. Mankiewicz (New York: Scribner's, 1978---$12.95) Two new books, one a revision, deal with another important director, Alfred Hitchcock Donald Spoto's Stanley Kramer: Filmmaker (New York: Putnam, 1978---$12.95) James Robert Parish, et al., Hollywood Character Actors (New Rochelle, N.Y.: Arlington House, 1978--- $30.00) Jesse L. Lasky Jr. with Pat Silver, Love Scene: The Story of Lawrence Olivier and Vivien Leigh (New York: Crowell, 1978---$10.95) Hollywood actress and actor biographies, a round up of recent titles Danny Peary, ed. Close-Ups: The Movie Star Book--Intimate Profiles of Movie Stars by their Co-Stars, Directors, Screenwriters and Friends (New York: Workman Press, 1978---$8.95 in paper with a hardback also available) 相似文献
43.
Maurice M. W. Cheng John K. Gilbert 《International Journal of Science Education》2013,35(8):1373-1407
This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed. 相似文献
44.
According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection. 相似文献
46.
47.
Danièle Cros Maurice Maurin Roger Amouroux Maurice Chastrette∗ Jacques Leber Michel Fayol 《International Journal of Science Education》2013,35(3):305-313
Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires. It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life. 相似文献
48.
Leslie Maurice Alford 《Educational Philosophy and Theory》2018,50(5):448-454
AbstractIn this paper I contrast conceptions of self from two perspectives: an individualistic orientation and a communitarian approach. In doing so, the philosophical justification is Wittgenstein’s idea that individualism is produced and reinforced as a way of being, thinking and interacting in community. With this contextual frame, I argue that we are shaped by the language practices of our community to ascribe meaning and interpret our own relationships with others through our language lexicon and grammar. To illustrate the communitarian perspective I refer to Māori perspectives in which connectedness is axiomatic: in particular the concepts of whanaungatanga and whakapapa, as described by Ka’ai and Metge. On the basis that such concepts are predicated on language use, I suggest that we can learn the grammar of engagement in a discursive context that emphasises connectedness just as easily as in one which is founded on separateness. I argue that interacting with an other is to engage with the ideas, beliefs, and values that shape their language, even as we expose our own. Engaging between individualistic and communitarian understandings is presented as learning to bridge language gaps between different social constructs and understandings of reality. 相似文献
49.
50.
Maurice Place Jo Wilson Elaine Martin & Jessica Hulsmeier 《British Journal of Special Education》1999,26(3):158-163
The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments isbeing questioned and, at the same time, there is pressure to minimise the exclusion of disruptive pupils. The study reported in this article lookedat a group of children whose behaviour had prompted placement in a school for emotionally and behaviourally disordered (EBD) pupils. The results showed the overall rate of psychiatric disturbance in the group was 86% and, in particular, that the rate of Attention Deficit Hyperactivity Disorder (ADHD) was 70%. These findings suggest that a significant minority of disruptive pupils may have their difficulties compounded by the presence of ADHD, and raises the question of whether specific screening processes should be established for such pupils. 相似文献