The Structure of Ill-Structured (and Well-Structured) Problems Revisited

Educational Psychology Review - In his 1973 article The Structure of ill structured problems, Herbert Simon proposed that solving ill-structured problems could be modeled within the same...     

The Human Rights Approach to Education in International Organisations

In this article, the work of three international governmental organisations (IGOs) dealing with human rights will be discussed, namely the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF)¹ and the Council of Europe (CoE). In the first section, the main characteristics of the three IGOs in terms of similarities and differences will be elaborated. Then, their human rights approach to education will be described, dealing with the legal foundations. In the final section, the different strategies of implementation based on both their official mission statements and their present strategy papers will be evaluated under the heading ‘competition vs. cooperation’.     

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties.     

Physics in upper secondary schools in Denmark

This article is the third in a series reporting on the changes in attitudes and interests‐‐mainly with respect to physics‐of several hundred students as they proceed through the Danish upper secondary school (Gymnasium). It concentrates on the results of the final investigation which took place shortly before the students leave the school.     

Phasing science InSET in developing countries: reflections on the experience of the Primary Science Programme in South Africa

In many developing countries attempts to develop the quality of science education stress the importance of inservice education and training (InSET). This article focuses on how such InSET should be phased through time for maximum effect. Several theoretical models that describe and explain stages in the processes of professional learning or educational development are reviewed. Their relevance in informing the planning of science InSET is reviewed in the light of the experience of the Primary Science Programme (PSP) in South Africa. Two main criticisms of existing models are made: 1. They neglect language development as a crucial factor limiting the development of teaching styles especially where pupils are learning in a second language. 2. There are flaws in the way that the recommendations of models have been combined in existing synthesis models. Finally a synthesis model for the phasing of science InSET is proposed.