Primary and secondary teachers’ conceptions about heritage and heritage education: A comparative analysis

This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories that in turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge.     

An illustration to assist in comparing and remembering several multiplicity adjustment methods

There are many well‐known or new methods to adjust statistical tests for multiplicity. This article provides an illustration helping lecturers or consultants to remember the differences of three important multiplicity adjustment methods and to explain them to non‐statisticians.     

Die Reform Des Bildungswesens In Der Europäischen Gemeinschaft

Ohne Zusammenfassung

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Educational reform in the european community

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Reforme En Education Dans La Communaute Europeenne

     

Race and School Vouchers: Legal,Historical, and Political Contexts

This article investigates legal and political issues as they relate to school vouchers serving students of color. Specifically, we draw on the empirical, historical, and legal research to examine whether school vouchers will create a more equitable system of education for poor students of color. First, we present a history of vouchers, including how they were used to support segregation. We then discuss how vouchers as a broad opportunity for educational equity for poor children (of color) might present particular challenges in light of, first, the race-neutral approach in contemporary case law and state statutes and, second, the relatively small percentage of U.S. children taking advantage of such programs. Finally, we present empirical results regarding African American families’ support and use of vouchers and a discussion of the racial politics of school vouchers. We argue that unless voucher programs and proponents address race directly, operate on a larger scale, and attend to the broader social justice issues facing urban communities, it will be difficult for such policies to support the greater good for African American children or society as a whole.     

TRANSITION OF THE POLITICAL SYSTEM AND POLITICAL ATTITUDES IN PORTUGAL

The period of Portuguese authoritarian government, followingupon the heels of economic and social decline which the countrylived through after the installation of the republic in 1910,was bolstered politically, culturally, and economically by theexperience of the country during these 64 years. Economic andcultural changes after 1945, including development of the media,worker migrations, tourism, and the decolonialization movements,gave rise to attitudes and behavior of increasingly wide groupswho rejected authoritarianism and the monolithic political system.Various factors paved the way for the downfall of this regime,among them Oliveira Salazar's physical incapacity and his replacementby the more liberal but less prestigious Marcelo Caetano, theunease in public opinion caused by the sending of troops tothe colonies in Africa, and international and political andcultural pressures. Public opinion was in favor of the new politicalsystem, and, gradually consolidated its hold with the supportof the Western international community, and, in particular,the countries of the EEC. The political parties contributedto the development of the political attitudes of the Portuguesepopulation and ensured that the regime maintained itself withina liberal democratic framework.     

Conflict,education and the global south: New critical directions

This paper seeks to provide a starting point for a broader discussion on the development of a critical research agenda in the field of ‘Education and Conflict Studies’. We begin the paper with a brief overview of the field of Education and Conflict drawing on a series of recent ‘overviews’ of the field and locate this within the context of the changing geo-political situation that emerged in the wake of the collapse of the Soviet Union in the 1990s. This is followed by explaining what we understand by a critical research agenda and why we think it necessary. Thirdly, we explore a series of potentially interesting areas of inquiry that are currently absent or undeveloped within the field and which relate particularly to its ‘global’ dimension. Finally, we conclude by making some more reflective comments on our approach, its potential for making a positive contribution to both theory and practice within the field of Education and Conflict, and the need for more critically informed, but policy relevant research in this emerging area of inquiry.