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81.
Peter Mclaren Jill Pinkney-Pastrana 《International journal of qualitative studies in education》2013,26(2):163-184
This essay analyzes a number of issues surrounding the Menchu/Stoll dispute. In locating Stoll's criticism of Rigoberta within a larger referential arena that includes an attack on the North American academic left and an unbridled anti-Marxism, the authors attempt to reveal how Stoll's ideological agenda is functionally compatible with the larger political agenda of the New Right. The authors also attempt to reveal Stoll's distortions of Guatemalan guerrilla history as well as problems with his analysis and collection of the data. 相似文献
82.
Prideaux Lee-Ann Creed Peter A. 《International Journal for Educational and Vocational Guidance》2002,2(1):21-38
This paper provides a review of career development research studies publishedin Australia and New Zealand between 1995 and2000. The review has grouped the literatureaccording to the categories of careerdevelopment theory, career developmentconstructs, career-related decision-making,gender, cultural comparisons, career programsfor children and training programs for adults.These groupings were created to correspond withthe main focus of each study. 相似文献
83.
Research in Science Education - Primary school topics involving abstract concepts are challenging to teach. Electric circuits can be simply constructed but complex to explain. New approaches in... 相似文献
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Peter F. Cuttance 《Scandinavian Journal of Educational Research》2013,57(4):191-205
Abstract: Cuttance, P. 1980. Coleman, Plowden, Jencks, and now, Rutter: An Assessment of a Recent Contribution to the Debate on School Effects. Scandinavian Journal of Educational Research 24,191‐205. The general context of the debate on school effects in which the Rutter et al.study is set, is outlined, and a brief overview of the study is given. A critical assessment of the study is then undertaken via an evaluation of the methodology, statistical procedures, substantive educational findings, and the testing of the main hypothesis. I argue that the study fails to provide scientific evidence which is relevant and capable of corroborating its major hypothesis: that there are educationally significant differences between schools, and that these are explainable by ‘school processes’, after adjustment is made for the differences in intake between schools. 相似文献
88.
Vaughan Van Hecke A Mundy PC Acra CF Block JJ Delgado CE Parlade MV Meyer JA Neal AR Pomares YB 《Child development》2007,78(1):53-69
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
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Peter Jamieson Kenn Fisher Tony Gilding Peter G. Taylor A. C. F. Trevitt 《高等教育研究与发展》2000,19(2):221-236
The development of online and virtual teaching and learning environments to augment formal face-to-face environments raises questions about the way the new communication and information technologies (CITs) are being incorporated into the on-campus environment. More importantly, this development challenges the meaning of the on-campus student learning experience. The new CITs require institutions, teachers and researchers to reconsider the relationship of the physical setting to the student learning experience. This paper highlights examples of recent developments of new learning environments which have been enhanced by the contribution of educational developers at several Australian universities. It also proposes a set of pedagogically informed principles to guide the development of on-campus teaching and learning environments which may feature the use of CITs. 相似文献