“Method is Education:” Making Informal Education Social and Substantive

This article examines 10 textbooks used in Jewish religion classes in Russian high schools in the final decades of the 19th century. The textbooks reveal an expectation of a low level of Hebrew background, an interest in promoting the practice of prayer, and two distinct approaches to teaching Judaism. While some of the books introduce students to their religion through Biblical or later Jewish history, others present the religion as a systematic set of beliefs and practices. Although it is difficult to ascertain exactly how the books were utilized in classrooms, they certainly provide a sense of the priorities of a group of educators, as well as of the relative freedom they had in defining Judaism for the next generation.     

Developmental changes and individual differences in young children's moral judgments

Developmental trajectories and individual differences in 70 American middle‐income 2½‐ to 4‐year olds’ moral judgments were examined 3 times across 1 year using latent growth modeling. At Wave 1, children distinguished hypothetical moral from conventional transgressions on all criteria, but only older preschoolers did so when rating deserved punishment. Children’s understanding of moral transgressions as wrong independent of authority grew over time. Greater surgency and effortful control were both associated with a better understanding of moral generalizability. Children higher in effortful control also grew more slowly in understanding that moral rules are not alterable and that moral transgressions are wrong independent of rules. Girls demonstrated sharper increases across time than boys in understanding the nonalterability of moral rules.     

Evaluating a Constructivist and Culturally Responsive Approach to Environmental Education for Diverse Audiences

The NorthBay Adventure Center offers five-day residential programs that meld environmental and character education using experiential techniques and multi-media messaging. This article explores the influences of these programs on urban and non-urban middle-school participants in three areas: character development and leadership; environmental responsibility, and attitudes toward school. The authors found significant positive short-term effects on all outcomes of interest. Three-month delayed posttests indicate retention of significant gains in character development and leadership and environmental responsibility, while gains in school-related outcomes faded. Urban students responded more positively to the NorthBay program than did students from suburban and rural areas.     

基于文化景观的旅游化讨论

文化景观在建立和吸引新的和多样化的旅游市场方面确实可以发挥重要作用,这个观点促使地方当局鼓励当地管理人员和企业家进一步探索和发展该地区的旅游潜力。从旅游的角度看,这个新“产品”的主要兴趣点是文化和自然风光、期望和经验以及保护传统和注入创新的经济活动之间的关系。在各种景观中引入新的职能也导致当地人和游客的象征性价值的改变。这一区域性做法的一个主要假设在于文化和自然资源的共生和保护是加强区域特征的关键因素。本文讨论的重点是对改变文化景观这一不可逆转的旅游化过程的解释。了解这一转变过程对于规划和设计可持续的旅游目的地,以及最重要的制定有效的管理工具是必要的。 文化景观向旅游景观的转变需要深刻地了解当地情况和外部影响,尤其是对资产的现实评估。在这个过程中,当地利益相关者之间的协商并达成一致意见是理想情况,但很难实现。其中,教育水平的差异、金融参与的多少、所有制形式、传统习惯以及最重要的遗产地原真文化都可能产生价值和期望的分歧。对文化遗产的价值进行再评估,可以促使对本土文化的认同,并激励公众的文化创新意识和行为,同时,再评估可以增强当地社区的自豪感和责任感。 旅游和遗产,无论在哪,无论强调哪一方面,无可置疑的是文化景观受到了旅游的冲击。随着旅游的发展,决策者和旅游业者也逐渐意识到这点。然而,文化景观在文化旅游发展、促进当地经济增长方面具有重要作用,但也受到一定条件的限制,如协调保护和开发之间的矛盾。总之,教科书中没有每一个景点发展旅游的直接影响和间接影响的描述,也没有“最好”的遗产管理的蓝本。 今后这一领域研究的首要任务是深入探讨和分析从文化景观向旅游景观、从生产景观向休闲景观、从一个综合性景观向旅游功能型景观转变过程中的各个方面及其驱动因素。这种跨学科的研究方法开辟了旅游学研究的广括前景,这是其优势,但另一方面,由于这种方法带来了各种各样的观点,这无疑也是其最大的弱点。还有一些概念存在争议,比如文化景观,至今也没有关于遗产资源及其连贯性的定义,甚至没有未来休闲景观和旅游景观的最佳发展模式。因此,本文的讨论不能作出确定的结论。     

Towards a segmentation of science parks: A typology study on science parks in Europe

Although science parks are established globally for decades as an innovation policy instrument to foster growth and networking, there is limited attention given towards research into possible types within these real estate objects. Prior attempts in categorising science parks are characterised by the limited number of cases and/or variables. Science parks are believed to enhance innovation, entrepreneurship, and economic value for firms and regions. Past academic research showed mixed results on these performances and it is reasoned that distinct types within science parks exist that might explain these unclear results. We argue that before we can grasp what science parks can do, we should know what they are. Therefore, a survey on science park characteristics was completed by 82 science park managers in Europe. A cluster analysis was conducted which grouped the 82 participating science parks in three types; ‘research’, ‘cooperative’, and ‘incubator’ locations. Next, differences and similarities of these three types within science parks in Europe were analysed as a basis for advancing the academic debate. The types provide further understanding of science parks and offer researchers, practitioners, and policy-makers a means to compare, market, and benchmark science parks more adequately.     

Analysis of students' assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards

Assessment influences every level of the education system and is one of the most crucial catalysts for reform in science curriculum and instruction. Teachers, administrators, and others who choose, assemble, or develop assessments face the difficulty of judging whether tasks are truly aligned with national or state standards and whether they are effective in revealing what students actually know. Project 2061 of the American Association for the Advancement of Science has developed and field‐tested a procedure for analyzing curriculum materials, including their assessments, in terms of how well they are likely to contribute to the attainment of benchmarks and standards. With respect to assessment in curriculum materials, this procedure evaluates whether this assessment has the potential to reveal whether students have attained specific ideas in benchmarks and standards and whether information gained from students' responses can be used to inform subsequent instruction. Using this procedure, Project 2061 had produced a database of analytical reports on nine widely used science middle school curriculum materials. The analysis of assessments included in these materials shows that whereas currently available materials devote significant sections in their instruction to ideas included in national standards documents, students are typically not assessed on these ideas. The analysis results described in the report point to strengths and limitations of these widely used assessments and identify a range of good and poor assessment tasks that can shed light on important characteristics of good assessment. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 889–910, 2002