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941.
942.
Chris de Winter Hebron 《Higher Education in Europe》1993,18(1):3-11
This article conducts a historically‐based conceptual analysis of the major paradigms of Western higher education in terms of the primary duties of academics, to whom those duties are owed, and who owns the products or services created in the pursuit of these duties. Three such paradigms are identified, relating respectively to free enquiry and teaching, to community and national development service, and to business activity as a service provider for customers or clients. The conflicts of interest which form the theme of this issue of Higher Education In Europe are hypothesized to arise when (a) there is an institutional or system mismatch between the paradigms and (b) the implications of one of the paradigms are taken to extremes by either the individual academic or the institution or system. The article concludes with six proposals for activities to minimize such conflicts. 相似文献
943.
Editha Agarao-Fernandez Allan B. de Guzman 《Educational Research for Policy and Practice》2005,4(2-3):129-144
Teaching might not be the most popular profession in the world but it is undoubtedly the most populated. There are indeed
some 57 million teachers in the world, about two thirds of whom work in the developing world. Over the years, the teacher
and the teaching profession in the Philippines have been confronted by various issues and concerns that are directly or indirectly
affecting them. The dynamics of the profession offers a fertile ground for debates and discussions. This paper presents a
panoramic view of teacher education in the Philippines in the light of the following contextual variables: milieu, matter,
materials, method and mastery. 相似文献
944.
Emerging democracies such as Guatemala are beginning to experiment with active learning methodologies to improve learning and encourage democratic behavior among children. However, there exists little information on the effects of different classroom environments on children's behavior in developing countries. This study uses focused classroom observations to examine differences in the democratic behavior of children of different genders and ethnicity attending traditional rural schools and those attending rural schools with an experimental active learning program. Results show that children in the experimental program engage in significantly more democratic behaviors than their counterparts and these behaviors are related to participation in small group activities. Within the active learning program, greater democratic behavior and small group participation are also related to higher reading achievement at the classroom level. 相似文献
945.
Zusammenfassung Im Bildungssystem Deutschlands besteht eine ausgepr?gte ethnische Ungleichheit: Kinder aus Familien mit Migrationshintergrund
erreichen nicht nur niedrigere, sondern auch weniger Bildungsabschlüsse als ihre deutschen Mitschüler und Mitschülerinnen.
Dieses Defizit bei der Akkumulation von kulturellem Kapital wirkt sich wiederum negativ auf ihre Arbeitsmarktplatzierung und
damit auf ihre strukturelle Assimilation in Deutschland aus. Die Ergebnisse hinsichtlich der Bedeutung intergenerationaler
Transmission von Kapitalien in Deutschland zeigen klar, dass die unterschiedlichen Sozialisationsbedingungen in den Familien
einen ausschlaggebenden Faktor für den schulischen und beruflichen Erfolg darstellen. Insbesondere das kulturelle Kapital,
das Familien nach einer internationalen Wanderung in intergenerative Transmissionsprozesse investieren k?nnen, scheint von
strategischer Bedeutung für den Verlauf und die Geschwindigkeit von Assimilationsprozessen zu sein. Die Struktur des deutschen
Schulsystems spielt dabei eine entscheidende Rolle, denn sie bestimmt die Rahmenbedingungen unter denen intergenerationale
Transmission in Migrantenfamilien m?glich und erfolgreich sein kann.
Summary Intergenerational Transmission of Cultural Capital in Migrant Families: Towards an explanation of ethnic differences in the
German educational system
There is a clearly established inequality in the German educational system: children from migrant families do not simply achieve
lower, but also less qualifications than their German counterparts. This deficit in the accumulation of cultural capital leads
to negative placement opportunities in the job market and eventually affects their structural assimilation in Germany negatively.
The results concerning the importance of intergenerational transmission of resources clearly demonstrate that differences
in the conditions for socialization in the families have a significant effect on school and vocational success. In particular,
the cultural capital which families invest in intergenerational transmission appears to be of strategic importance to the
course and speed of assimilation processes. The structure of the German school system plays a decisive role, since it determines
the framework within which intergenerational transmission in migrant families is possible and successful.
相似文献
946.
Frans J. Prins Renske de Kleijn Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2017,42(1):128-150
A rubric for research theses was developed, based on the manual of the American Psychological Association, to be used as an assessment tool for teachers and students. The aim was to make students aware of what is expected, get familiar with criteria, and interpret teacher and peer feedback. In two studies, it was examined whether students use and value these functions. In the first study, a rubric was provided to 105 Educational Sciences students working on their bachelor’s thesis. Questionnaire data indicated that students did value the rubric for the intended functions, although rubric use was not related to ability. In a panel interview, teachers stated that the number of proficiency levels should be increased to be able to distinguish between good and excellent students adequately, and that a criterion concerning student’s role during supervision should be added. Therefore, in the second study, 11 teachers were interviewed about their motives to give high grades and about the supervision process. This lead to an extra criterion concerning student’s role during supervision and an additional proficiency level to assess excellent performance. It is argued that an adequate course organisation is conditional for the rubric’s effectiveness. 相似文献
947.
公共治理:内涵 基础 途径 总被引:11,自引:0,他引:11
任维德 《内蒙古大学学报(人文社会科学版)》2004,36(1):113-116
公共治理,作为补充政府管理和市场调节不足应运而生的一种社会管理方式,已逐渐成为公共管理的重要理念和价值追求。它既是各国政府改革的实践总结,又是影响各国政府再造的一种全新理念。公共治理是以政府为主体、多种公私机构并存的新型社会公共事务管理模式;公共治理产生于公民社会,源自于个人领域的不断扩大;培育和建立公民社会是实现公共治理的有效途径。 相似文献
948.
The goal of the present study was to ascertain whether developmental dyslexics and their affected parents evinced similar
patterns of deficits in word recognition skills. Forty dyslexic children and both their biological parents were administered
a battery of experimental measures of phonological and orthographic processing. Deficits in component skills were defined
in terms of deviations from the performance of normal readers matched on reading achievement level. Four distinct patterns
of deficits were found among both the dyslexics and their parents: a subgroup with a specific deficit in processing phonological
codes; a subgroup with a specific deficit in processing orthographic codes; a subgroup with deficits in processing both phonological
and orthographic codes; and a subgroup of individuals who did not significantly differ from normal readers at the same reading
level in either processing domain. Although limited evidence for familial subgroup concordance was obtained in both the phonological
and combined phonological subgroups, no concordance was observed among families classified into the orthographic or reading-achievement
equivalent subgroups. It was concluded that all affected family members shared a propensity for a phonological deficit, and
that some family members share a fundamental problem in processing orthographic information as well.
This research was supported by a Biomedical Research Support Grant from the University of Southern California. The research
reported in this paper was based on a Ph.D. thesis conducted by the first author at the University of Southern California. 相似文献
949.
IDEALS, EDUCATION, AND HAPPY FLOURISHING 总被引:1,自引:0,他引:1
Doret de Ruyter 《Educational theory》2007,57(1):23-35
A bstract . In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De Ruyter's analysis rests on two key concepts: "ideals," which refer to things one believes to be superb, excellent, or perfect, but that are as yet unrealized, and "happy flourishing," which describes the fulfillment of objectively identifiable generic goods and the person's satisfactory meaningful interpretation of these goods. 相似文献
950.
企业危机的类型及其对策 总被引:7,自引:0,他引:7
本通过对中外28家衰败企业或某一时期陷入危机企业的综合分析,较为系统地提出了企业危机处理的定义,危机的表现,按企业可影响的导致危机因素将企业危机划分为突发性危机,组织危机,职能危机,战略危机,并提出了预防危机,处理危机的应对措施。 相似文献