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61.
Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):21-41
This article emphasises the internal consistency of Maria Montessori's work by identifying her main educational ideas and clarifying the interrelationships between the individual experimental schools and her writings. An elucidation of the vital part played by the anthropological basis of Maria Montessori's work shows that her entire efforts were directed towards illuminating childhood as the foundation of human development. Within this framework her relationship to Rousseau on the one hand, and to educational reform trends on the other is brought out. It is in this connection that her relations with the World Education Fellowship in general and with Decroly in particular find their significance. 相似文献
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Walter Hahn Guy Cellerier Wolfgang Wilhelm Jindra Kulich Robert J. Havighurst Bryan T. Peck Annegret Körner Rodney Skager Renate Nestvogel J. H. Sislian John J. Bergen Peter W. Kahl Tony Bates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):523-544
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Dr. phil. Jens Flatau Werner Pitsch Dirk Bogendörfer Eike Emrich 《Sportwissenschaft》2009,39(2):110-119
In a joint project involving European association staff and sports scientists, basic structural data were collected on British, Swedish, Spanish and German athletics clubs to be used for analysis of hypotheses concerning conditions of participation in sports clubs, particularly by children and adolescents. The results showed clear differences in organizational level as well as membership and activity structures in comparisons between European countries and within Germany. The findings revealed the differential functions and significance of sports clubs in the context of the respective institutions and cultures. 相似文献
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Björn Öckert 《Economics of Education Review》2010,29(4):504-516
This paper exploits discontinuities and randomness in the college admissions in Sweden in 1982, to estimate the economic return to college in the 1990s. At the time, college admissions were highly selective and applicants were ranked with respect to their formal merits. Admissions were given to those ranked higher than some threshold value. At the margin, applicants were sometimes randomly assigned to college. Exploiting this Regression-Discontinuity design, individuals who were admitted in 1982 are estimated to have about 0.20 years longer college education in 1996. However, the earnings effects for applicants at the margin of admission are insignificant. Controlling for the college admission determinants, the OLS-estimates of the return to college is 1.4 percent in 1991–96. The IV-estimates are not significantly different from the OLS counterparts. 相似文献
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