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Recent studies of the current state of rural education and training (RET) systems in sub-Saharan Africa have assessed their ability to provide for the learning needs essential for more knowledgeable and productive small-scale rural households. These are most necessary if the endemic causes of rural poverty (poor nutrition, lack of sustainable livelihoods, etc.) are to be overcome. A brief historical background and analysis of the major current constraints to improvement in the sector are discussed. Paramount among those factors leading to its present ‘malaise’ is the lack of a whole-systems perspective and the absence of any coherent policy framework in most countries. There is evidence of some recent innovations, both in the public sector and through the work of non-governmental organisations (NGOs), civil society organisations (CSOs) and other private bodies. These provide hope of a new sense of direction that could lead towards meaningful ‘revitalisation’ of the sector. A suggested framework offers 10 key steps which, it is argued, could largely be achieved with modest internal resources and very little external support, provided that the necessary leadership and managerial capacities are in place. 相似文献
94.
Loretta A. Cardinale 《Instructional Science》1992,21(6):501-512
Several features have been identified that enhance learning from text. One of these features is explication. To explicate means to state directly, instead of requiring the reader to infer, organize, or construct relationships. This study investigated the effects of three types of embedded explication on science learning: etymological, causal, and analogical in terms of the Mayer and Greeno information processing model. Subjects read parallel texts containing explications presented in a difficult or easy sequence. Overall, groups receiving causal and analogical explication scored significantly higher than the control groups receiving filler material. This supports the use of causal explication to support organization and the use of analogy to link prior and new knowledge together in long-term memory. This study has implications for the design of text-based science instruction based both on the use of embedded explication and the sequencing of information. 相似文献
95.
Experience and brain development 总被引:16,自引:0,他引:16
This article considers how experience can influence the developing and mature brain and proposes a new categorization scheme based upon the type of information stored and the brain mechanisms that appear to be involved in storing it. In this scheme, experience-expectant information storage refers to incorporation of environmental information that is ubiquitous in the environment and common to all species members, such as the basic elements of pattern perception. Experience-expectant processes appear to have evolved as a neural preparation for incorporating specific information: in many sensory systems, synaptic connections between nerve cells are overproduced, and a subsequent selection process occurs in which aspects of sensory experience determine the pattern of connections that remains. Experience-dependent information storage refers to incorporation of environmental information that is idiosyncratic, or unique to the individual, such as learning about one's specific physical environment or vocabulary. The neural basis of experience-dependent processes appears to involve active formation of new synaptic connections in response to the events providing the information to be stored. Although these processes probably do not occur entirely independently of one another in development, the categories offer a new view more in accord with neural mechanisms than were terms like "critical" or "sensitive period." 相似文献
96.
This study explores teacher professional learning within the workplace context of a science department community. Workplace
learning is considered in terms of the construction and flow of information about science, pedagogy and the relationships
of science to the wider community. Implications for establishing sound conditions for teacher workplace learning are also
considered, particularly the importance of trust. 相似文献
97.
Schoenfeld-Tacher Regina Jones Loretta L. Persichitte Kay A. 《Journal of Science Education and Technology》2001,10(4):305-317
Journal of Science Education and Technology - This study investigated the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson... 相似文献
98.
Professional Learning Communities: A Review of the Literature 总被引:7,自引:0,他引:7
Louise Stoll Ray Bolam Agnes McMahon Mike Wallace Sally Thomas 《Journal of Educational Change》2006,7(4):221-258
International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries. 相似文献
99.
Wallace H. Hannum Matthew J. Irvin Pui‐Wa Lei Thomas W. Farmer 《Distance Education》2008,29(3):211-229
This article examines the effectiveness of training facilitators in secondary schools to follow APA learner‐centered principles to support learners in distance education. The study was a cluster‐randomized control trial with 36 match pairs of schools and 246 students in the rural USA. The schools were selected at random and assigned at random to treatment condition. Instructors were blind to the treatment condition as were the local facilitators and schools. Data on length of time spent in the course and whether students completed the semester were analyzed. The results indicated that students in the intervention condition completed the first semester at a statistically higher rate than control students where facilitators did not have this training. The number of weeks students remained in the course was likewise statistically different with students in the intervention condition staying in the course more weeks holding instructor constant. 相似文献
100.
Individual differences in infants' information processing: reliability, stability, and prediction 总被引:4,自引:1,他引:4
A group of 46 full-term and 54 high-risk preterm (less than 1,500 grams birthweight) infants were tested at 6, 7, and/or 8 months of age (corrected age for preterms) on a battery of problems assessing visual recognition memory and tactual-visual cross-modal transfer. At all 3 ages, scores obtained on aggregates of 6-11 problems in the battery significantly predicted 3-year Stanford-Binet IQ: correlations ranged from r = .37 to r = .63, and clustered between r = .50 and r = .60. When aggregates from 2 or 3 ages were used as predictors, multiple correlations were as high as R = .60 and R = .70. Cutoffs for predicting children at risk for mental retardation (IQ less than 70) or cognitive delay (IQ less than 85) showed reasonable sensitivity and specificity, although low scores were poor at detecting IQs less than 70. The internal consistency of composites, indexed by alpha coefficients, was unexpectedly low, primarily because the problems shared little variance. However, stability coefficients between assessments as much as 1 and 2 months apart were moderate in magnitude, ranging from r = .30 to r = .50. Considering the high degree of predictive validity, the stability figures appear to be better estimates of reliability for these measures than are indices of internal consistency. The relations reported here were similar for both full-terms and preterms. 相似文献