排序方式: 共有88条查询结果,搜索用时 0 毫秒
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实施优质教育,促进全体学生全面发展--江苏省泰兴市洋思中学的经验及启示 总被引:6,自引:0,他引:6
江苏省泰兴市洋思中学注重大面积提高教育质量,在薄弱基础上建立了有自己特色的优质教育的系统。该校树立“面向全体”的教育理念,遵循优质教育的办学追求,形成朴实高效的“先学后讲,当堂训练(实践)”的教学模式,坚持校本师训和严格管理,取得了突出的成绩和可资借鉴的经验。 相似文献
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This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at age 5. The moderating role of poverty is further tested in this relation. The findings show that moving three or more times in a child's first 5 years is significantly associated with increases in attention problems, and internalizing and externalizing behavior, but only among poor children. 相似文献
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Carly Joanne Guest 《Gender and education》2016,28(3):471-476
ABSTRACTEducational spaces have long provided opportunities for politicisation and activism. However, research into the processes through which students become politicised can often focus on participation in recognised forms of political action, thereby ignoring the multiple factors active in developing a political consciousness. This paper draws on narrative interviews with feminist women to consider the importance of education to their experience of becoming feminist. It considers how, for a particular group of women who were all students or recent graduates of non-STEM disciplines, academic feminism formed an important part of their narrative of becoming feminist. Each of the women referred to having a long-standing feminist inclination, instinct or feeling and indicated that studying academic feminism offered them the tools for reflecting on and articulating this. 相似文献
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Ross Guest Nicholas Rohde Saroja Selvanathan 《Assessment & Evaluation in Higher Education》2018,43(7):1084-1093
This paper presents an analysis of the response of student satisfaction scores to online delivery for courses at a large Australian university. Taking data from 2653 courses delivered since 2011 we employ a difference-in-differences estimator approach to evaluate the impact of a transition from face-to-face learning to online learning of courses on student satisfaction. We estimate that, on a five-point scale, conversion to online learning lowers course satisfaction by about 0.2 points and instructor satisfaction by about 0.15 points. These correspond to shifts relative to the underlying distributions of about 25–30% of a standard deviation. Some implications of the (slight) relative unpopularity of online learning are discussed. 相似文献
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