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101.
Rufus P. Turner's The Illustrated Dictionary of Electronics (Blue Ridge Summit, Pa.: TAB Books, 1980---$19.95/14.95) Sam Fedida and Rex Malik's The Viewdata Revolution (New York: John Wiley, 1980--- $34.95) The latest from the Harvard Program on Information Resources Policy (200 Aiken, Harvard University, Cambridge, Mass. 02138) 相似文献
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Lew Zipin Sam Sellar Robert Hattam 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):179-192
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagogy in schools of a high-poverty region. With reference to RPiN, we also observe how high-poverty regions, and their schools, appear to be undergoing complex unsettlements, as effects of globalisation, which raise problematic questions about who/what is ‘the local community’. We argue that this calls for new thinking, both sociological and ethical, which can refine the FoK approach to take fuller account of the diverse and complex spaces of social-historical life in new times. We conclude by considering a pedagogical approach through which learners in such regions can re-imagine hopeful forms of community. 相似文献
105.
Abstract Phase III of the Louisiana School Effectiveness Study (LSES‐III) was designed to provide rich, qualitative and quantitative data on the characteristics of more and less effective schools. Data were gathered on eight matched outlier pairs of schools. Unbeknownst to the authors at the beginning of LSES‐III, four of the eight historically ineffective schools were engaged in school improvement efforts. None of these efforts was guided from the state or district. This serendipity provided an opportunity to observe improvement efforts which were of the “naturally occurring” ‐‐ as opposed to externally developed, mandated or otherwise offered ‐‐ variety. The four projects are described, complete with five year follow‐up data. The efforts are seen as falling along two dimensions: technical changes designed to raise achievement test scores; and efforts focused on a point along a continuum ranging from orderliness to excellence, and designed to raise students’ academic achievement. Comparisons are made to more formally planned school improvement efforts. 相似文献
106.
Sam Saunders 《Pastoral Care in Education》2013,31(3):22-27
In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools. However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
107.
Three male students between 10 and 13 years of age, who possessed WISC‐R Full Scale IQ's of greater than 120 and documented problems in decoding skills were assessed with respect to cognitive processing abilities (Cognitive Assessment System) and found to have marked deficits in successive coding. A process based remedial program, combining global training on tasks requiring successive processing with tasks involving the application of successive processing to decoding in reading, was implemented within approximately six weeks (15 hours) of training. The remedial program included guided practice and verbal mediation to assist students to internalize and generalize the cognitive strategies. Improvements following remediation were manifested uniquely for each of the students. The differences appeared to be related to the entry skill levels and preferred strategies of each student, as well as to the dimensions of attention and motivation. Results offer an extension of cognitive theory regarding the functioning of students, and may also provide an assessment option allowing earlier identification and remediation for such students. 相似文献
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This study examined how urban high-school students responded to increased academic expectations. The intervention included
increased expectations for reading and writing, collaboration, and the completion of multi-day assignments. Twenty-four students
(8 lower, 8 average, and 8 higher performers) from 4 classrooms were interviewed across a 9-week period to evaluate their
reactions to the increased expectations. While students approached lessons with learning versus performance orientations,
they were unsuccessful because they could not transfer classroom successes to their outside of school studying efforts. Their
difficulties were related to a lack of strategies, a failure to manage distractions, or an inability to monitor studying behaviors.
Discussion focuses on the difficulties among students based on performance levels and on the challenges of increasing academic
expectations within a climate of high-stakes testing. 相似文献
110.
Bing Hiong Ngu Alexander Seeshing Yeung Huy P. Phan Kian Sam Hong Hasbee Usop 《Journal of Experimental Education》2018,86(3):362-385
In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the “gap” between the Asian and Western countries in the use of problem-solving approaches across different cultural settings. 相似文献