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101.
Michael West 《European Journal of Psychology of Education - EJPE》1987,2(4):327-336
Student drug use has been investigated in many countries and a standard method of conducting such surveys is described here. Using an adapted World Health Organization questionnaire patterns of drug use were investigated among the population of secondary school students in Bermuda (N=3,930). The prevalence of use of alcohol and eight illicit drugs is described and related to students’ attitudes, life-styles and demographic characteristics. Factors such as age, sex, race, parental use of alcohol, leisure time activities, allowances and beliefs about drugs all emerge (as they have in other studies) as strongly related to drug use. It is concluded that though these cross cultural similarities exist, there are important sub-cultural differences in drug use patterns which reflect social dynamics and characteristics within communities. It is suggested that a focus on sub-cultural differences may be particularly valuable in future research. 相似文献
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Michael E. Schiltz 《Research in higher education》1988,28(1):67-75
This paper concludes that it is time for institutional research to address the issue of standards for the conduct of surveys. In reaching that conclusion, it argues that executing surveys is one of the most common activities of institutional research (IR) and one of the least served in IR literature; that as a craft, survey research is an orphan without a home in an academic discipline and therefore without a clear articulation of standards in its own right; and that as practiced in IR, survey research faces special technical problems and challenges not embraced in much of the general-survey research literature. Finally, it asks, but does not answer, how such a lofty goal as the pursuit of standards might be attained. 相似文献
106.
Michael Akeroyd 《Interchange》2007,38(2):167-173
A novel “Whiteheadean” science program was initiated in England and Wales in September 2006. Following a critical House of
Commons report in 2002, the government altered the National Curriculum targets and thus forced the Examination Boards to alter
their specifications in order to come in line. Assessment at GCSE level (i.e., the 14-16 year cohort) was criticised for:
a) failing to inspire students to continue with science, b) discouraging students from thinking for themselves, c) neglecting
contemporary science, d) lacking flexibility, and e) making practical work into a tedious and dull activity.
The British government has insisted that all pupils in state funded schools must know the names of some modern scientists and their work. They must discuss some current
scientific problems. History and philosophy of science is included under the topic heading “How Science Works.” In Chemistry
these objectives have destroyed the traditional linear top-down sequential approach of teaching into an approach based more
closely on Whiteheadean lines (cf., the ideas expressed in The Aims of Education, 1926, Chapters 1-3). 相似文献
107.
International Journal for the Advancement of Counselling - 相似文献
108.
Michael Fullan 《Journal of Educational Change》2016,17(4):539-544
Whole system improvement—where the vast majority of schools improve—is difficult to achieve. Some jurisdictions use what turns out to be ‘wrong’ policy drivers like testing and evaluation. Rather, success turns out to depend on changing the culture of schools and their relationship to the infrastructure of policies and regulation. I examined the six cases studies in the light of whole system change criteria. Two of the case studies, South Africa and India, represent limited but useful examples in that they focus on basic skills like literacy. A second set of two studies, Escuela Nueva and LCP in Mexico, represent strong examples of how bottom up strategies can spread to significant levels. The final two, Long Beach in the US and Ontario, are strong examples of how deep change can be accomplished by focusing on a few core priorities and then building a culture over a number of years to support and sustain the changes. The paper then draws conclusions about the conditions that will be required for large scale change to occur. 相似文献
109.
Michael L. Arter Lacey N. Wallace Thomas L. Shaffer 《Journal of Criminal Justice Education》2016,27(1):140-156
Reflective journals have been widely accepted throughout various educational disciplines for many years as a means of enhancing experiential learning practices. Reflective journals allow for students to gain a better understanding of a given experience and explore the levels of critical thinking as they work through the understanding and learning processes. Critical thinking involves the logical progression from mere knowledge and understanding to the highest levels of synthesis and evaluation. The immediate study presents findings of the analyses of a series of sequential reflective journals presented over the course of a semester-long internship experience. Findings indicate that reflective journals are shown to facilitate progression through the levels of critical thinking as identified in Bloom’s taxonomy and promote a higher level of understanding and application of theoretical concepts to practical experiential learning. 相似文献
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