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821.
Harry Hillman-Chartrand 《Journal of Cultural Economics》1990,14(1):83-93
Kultural Econometrics International 相似文献
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Harry Beilin 《Contemporary educational psychology》1978,3(1):27-31
Social learning theory, in explaining cognitive development, fails to account for rule invariance in the face of capricious and informationally impoverished experience, offers no explanatory mechanism for the process by which systems of abstract rules are acquired, and offers less flexibility than alternative explanations based on operations and reflective abstraction. 相似文献
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The paper by White in this issue of Interchange contains an interesting model for a global educational perspective based on
the writings of Aurobindo and Pierre Teilhard de Chardin. White proposes a foundation for this new perspective based on the
synthesis of Aurobindo’s and de Chardin’s theories of global, social, and conscious evolution. In our response we critique
the author’s proposal from the perspective of the current challenges to social justice within the educational community. In
particular the writings of Charles Darwin, Paolo Freire, Karl Marx, and Vivekananda (Aurobindo’s peer) are examined to present
evolutionary and philosophical viewpoints on the origins and causes of inequity. We contend that no global multicultural perspective
on education is possible unless we first address the fundamental inequities present within the socio-economic and educational
structures that characterize the world today. Thus any attempt to introduce a “global educational agenda” within an educational
institutional structure is bound to be problematic. 相似文献
829.
This report summarizes the results of a survey of faculty member attitudes towards the evaluation of teaching at the University of Western Ontario. Although the existing system of evaluation is perceived as narrow in focus, ineffective in improving teaching and inflexible, faculty members still optimistically expect that a satisfactory system is possible. 相似文献
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Jeffery H. Marshall Claudia R. Aguilar Mario Alas Renán Rápalo Castellanos Levi Castro Ramón Enamorado Esther Fonseca 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):51-77
Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high – upwards of 50 per cent in some cases – between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors’ analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras. 相似文献