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961.
962.
R. C. Dogra 《International Information and Library Review》2013,45(3):327-347
963.
964.
Dr. J. R. Kazalunas 《Clearing house (Menasha, Wis.)》2013,86(5):195-198
965.
966.
967.
Lance D. Fusarelli 《Peabody Journal of Education》2013,88(3):215-235
In their search for magic bullets to fix failing schools, policymakers seldom directly address powerful ecological factors impacting schooling. This article identifies several major demographic, societal, economic, and educational changes and trends in U.S. society over the past several years; analyzes their impact on schoolchildren; and offers a series of policy recommendations for public sector reform initiatives that show promise in ameliorating these conditions, which in turn would improve the educational prospects for all children, particularly those most at risk. 相似文献
968.
R. Ben Peyton 《The Journal of environmental education》2013,44(2):46-54
Abstract If formal educators are to play a role in preparing future citizens for making decisions about health and environmental risks, then they must be willing and able to incorporate risk education. This article presents 10 goals for risk education. It also describes current risk education practices, future interests, and perceived barriers to risk education of Michigan, Ohio, and Wisconsin Grades 6–12 science teachers. Data were collected through a mail questionnaire (1,336 surveys were returned, adjusted return rate = 80%) and in-depth telephone interviews (completed with 45 teachers, return rate = 90%). Many teachers had covered some aspect of risk education and were interested in enhancing their efforts. Results also suggest that teachers need to be made aware of risk education resources and provided with training, particularly regarding psychological influences on risk decisions. 相似文献
969.
K. R. Fogelman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):36-40
The author has compared groups of educationally sub‐normal adolescents in special schools with others in special classes in ordinary schools, with regard to their choices of jobs and actual later employment. Among other related findings, it transpired that many ESN pupils made realistic choices of occupation as well as did the normal pupils, and were more stable in their jobs than the normal pupils. 相似文献
970.
Muhammad Farooq Naseer Manasa Patnam Reehana R. Raza 《Economics of Education Review》2010,29(4):669-683
This paper evaluates the impact of teaching innovations, introduced in public primary schools under the Children Resources International (CRI) Program, on student outcomes. We estimate students’ learning based on their scores on standardized tests. We match schools and children within the treatment and comparison group and find that the CRI Program has been effective in raising learning achievement. Moreover, the results are robust to unobserved selection bias. The average gain for a CRI student represents an improvement of 0.40 standard deviations. The results stay unchanged when we use alternative estimators for the treatment effect including the bias-corrected estimator proposed by Abadie and Imbens (2006). 相似文献