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11.
David C. Berliner 《The Educational forum》2013,77(4):284-296
The relationships between high-stakes testing, curriculum, and the economic needs of our nation are explored. High-stakes testing has been found to narrow the curriculum by forcing more attention to be paid to reading, mathematics, and test preparation. Less time is available for the arts and humanities and for activities that could promote creativity and critical thinking—skills needed for national success in the 21st century. High-stakes testing may ultimately weaken our nation, not improve it. 相似文献
12.
AbstractIn this paper, we build on recent work on the role of the ‘utopian pedagogue’ to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of ‘minimal utopianism’; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the contingent ethical constraints of the system within which they and their students are working. While agreeing with utopian theorists such as Darren Webb who have defended the need for ‘blueprint utopias’ in education in the face of the reduction of the idea of utopia to a purely process-oriented pedagogy, our focus here is on the prior educational task of providing the conceptual and communicative tools for utopian thinking to emerge. The collaborative nature of this paper is reflected in the interdisciplinary sources on which we draw in developing our ideas, including moral philosophy, literary theory, political philosophy, anarchist theory and utopian studies. 相似文献
13.
David C. Berliner 《科学教学研究杂志》1976,13(4):369-382
14.
Carol J. Callinan Emile van der Zee Garry Wilson 《Journal of Further & Higher Education》2018,42(5):608-622
Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as measured through academic confidence, in the essay writing development of 142 university students. The research compared students’ essay marks between two semesters in order to explore whether observational learning had an impact on the development of the complex skills involved. The results revealed that all students benefit from traditional feedback and higher levels of self-efficacy when developing their essay writing performance. Underperforming students particularly benefited from actual essay writing. However, contrary to the predictions drawn from the literature, students in this study did not appear to benefit from observational learning when developing their skills. Limits to social learning theory are discussed. 相似文献
15.
N. L. McCaslin Douglas Thom Harold J. Noah R. Murray Thomas Emile G. Mc Anany Michael Eraut W. Patrick Leonard John Wilson Peter McPhail Haydn Mathias Mohamed Idwan Ganie Willy Wielemans Antonio Valbuena Paz M. Dino Carelli Egbert Jahn Donald K. Sharpes Daya A. Perera Friedhelm Zanter Carole L. Hahn Walter Hahn Linda A. Dove J. A. Akinpelu Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119
16.
Gunnel Rikardsson Ron Sanders Charlotte Brunsdon David Morley Dean T. Jamison Emile G. McAnany 《Communication Booknotes Quarterly》2013,44(2):34-36
Gunnel Rikardsson's The Middle East Conflict in the Swedish Press: A Content Analysis of Three Daily Newspapers 1948-1973 (Stockholm: Esselte Studium, 1978—price not given, paper) Ron Sanders' Broadcasting in Guyana (London and Boston: Routledge & Kegan Paul, 1978-13.95 or$9.50, paper) Charlotte Brunsdon and David Morley's Everyday Television: 'Nationwide' (94 pp.) Revue Francaise de Communication (CEEPP 38, rue de Bassano, 75008 Paris, France—various rates from different regions: about $38.00 to the USA/quarterly) A Comparison of Commercial Television in the United Kingdom, the United States of America, Canada, Japan and Australia (Australian Broadcasting Tribunal, 153 Walker St., North Sydney, NSW 2060, Australia—apparently free on request, paper with spiral binding) Dean T. Jamison and Emile G. McAnany's Radio for Education and Development (Beverly Hills, Calif.: Sage Publications, 1978—$15.95/7.95) 相似文献
17.
Vanessa X. Barrat BethAnn Berliner Anthony B. Fong 《Journal of Education for Students Placed at Risk》2013,18(4):217-233
The customary perception is that students who drop out vanish from school enrollment rosters for good. This is an incomplete picture of the complex dropout story; dropping out is not necessarily a permanent high school outcome. Following the enrollment and course history of a district cohort of first-time 9th graders, this article documents the cohort's dropout, reenrollment, and graduation outcomes. One-third of dropouts reenrolled in district high schools, and older students and students behind in course credits were less likely to reenroll than other dropouts. Interviews with district administrators, high school principals, and reenrollees examined student motivations for reenrolling and challenges districts face when dropouts reenroll. Dropouts return primarily because of limited employment opportunities and efforts of school leaders to facilitate their return. Yet reenrollment created district challenges related to funding, accountability, and getting students who had dropped out on track to graduate. 相似文献
18.
Despite a growing consensus among scholars and activists about the importance of religion, proposals for teaching about it have often been a source of division rather than unity in American public school districts. Faced with familiar cultural conflicts, Modesto, California, chose to become the first public school district in the USA to require all high school students to take an extended and independent course in world religions. The results of the first, large‐scale empirical research on the effects of teaching about religion in USA public schools provides evidence that Modesto’s bold approach was worth the risk. Surveys and interviews administered to students show statistically significant increases in students’ knowledge about other religions, and levels of passive tolerance – willingness to refrain from discrimination – and active tolerance – willingness to act to counter discrimination. The course has not been the subject of lawsuits or complaints by parents and has gained acceptance among all of Modesto’s religious groups. 相似文献
19.
Emile Berliner 《Journal of The Franklin Institute》1895,140(6):419-437
20.