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171.
172.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
173.
Evrikleia?Tsagala Maria?KordakiEmail author 《Education and Information Technologies》2007,12(4):281-295
This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or
not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils,
135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used,
addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and
friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying
Computing and d) how pupils perceived the profile of a computer professional in terms of gender.
相似文献
Maria KordakiEmail: |
174.
175.
Haim?EshachEmail author Michael?N.?Fried 《Journal of Science Education and Technology》2005,14(3):315-336
This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school. 相似文献
176.
Latent inhibition, which refers to attenuated responding to a conditioned stimulus (CS) after CS-unconditioned stimulus (CS-US) pairings as a result of CS-alone presentations prior to the pairings, is often attenuated if preexposure and conditioning occur in different contexts (i.e., it is context specific). Here we report two conditioned lick suppression experiments, using rat subjects, that examined whether manipulations known to attenuate the context specificity of extinction could also eliminate the context specificity of latent inhibition. Context specificity of latent inhibition was eliminated when the CS was preexposed in multiple contexts (Experiment 1) and when the CS was massively pre-exposed in the training context alone (Experiment 2). These results and their practical implications are discussed in the framework of contemporary theories of latent inhibition. 相似文献
177.
The purpose of this study is to examine the effect of creative drama-based instruction on seventh graders’ science achievements
in the ecology and matter cycles unit and their attitudes toward science. The study is an experimental study carried out in
one of the public elementary schools in Turkey during 2005–2006 schooling year. An ecological concept achievement test was
developed and administered to 45 students in two classes (as control and experimental group) of an elementary school before
and after the treatment. The experimental group received creative drama-based instruction and the control group received traditional
instruction. A guiding instruction material which contains six lesson plans in the subject was constructed for the teacher
to administer creative drama-based instruction. The topics of ecosystems and matter cycles were taught to the both of groups
for 3 weeks. A science attitude test was administered to both groups before and after the treatment. The results revealed
a statistically significant difference between the mean scores of the both groups with respect to achievement in the ecology
concepts and median of the attitudes toward science in favour of the experimental group after the treatment. 相似文献
178.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
179.
Halliday的“现代汉语语法范畴”揭开了阶和范畴语法理论研究的序幕 ,其主要目的是说明语言是什么 ,语言如何工作。该理论一提出 ,就受到当代数位语言大师的批评 ,该文简要回顾了Postal,Matthews等对级阶理论的批评 ;Butler等对类概念的批评 ;Huddle ston ,Palmer等对结构概念的批评和Postal对分类性质的批评。 相似文献
180.
Chai?Ming-liang?Email author Wang?Bing-liang Kim?Jae-yeoul Lee?Jong-min Kim?Doo-hwan 《浙江大学学报(A卷英文版)》2003,4(3):346-351
Embryogenic calli were induced from the seeds of creeping bentgrass (Agrostis palustris Huds.) cv. Regent and colonial bentgrass (Agrostis Tenuis Sibth. Fl. Oxen.) cv. Tiger. The embryogenic calli were precultured on fresh medium for 4–7 days and then co-cultivated withAgrobacterium tumefaciens, LBA4404. which contains plasmid vector-pSBGM harboring bar coding region, synthetic green fluorescent protein (sGFP) coding
region and matrix attachment region (MAR). After 3 days of co-cultivation, the calli were washed thoroughly and transferred
to MS medium containing 2 mg/L of 2, 4-D, 12–15 mg/L phosphinothricin (PPT) and 250 mg/L of cefotaxime. After 2–3 months of
selection, the actively growing calli of ‘Regent’ and ‘Tiger’ were transferred to MS medium with 12–15 mg/L PPT and 250 mg/L
cefotazime for regeneration. The putative transformants were maintained on MS medium with 3 mg/L PPT for long period but control
died within 1 month. After establishing in greenhouse, the transformants also showed strong resistance to 0.4% of herbicide
Basta but control plants died within 2 weeks. Under confocal microscope, both young leaves and roots showed significant GFP
expression. PCR analysis revealed the presence of a DNA fragment of GFP gene at the expected size (380 bp) in the transformants
and its absence in a randomly selected control plant. 相似文献