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81.
V.G. Gorokhov 《Russian Education & Society》2014,56(11):75-86
The author contemplates the fate of Russian science in the light of the reforms that are going on today, and the requirements of bringing it into conformity with this country’s traditions as well as with international practices. 相似文献
82.
The N1 effect is an electrophysiological marker of visual specialization for print. The phonological mapping hypothesis (Maurer & McCandliss, 2007) posits that the left-lateralized effect reflects grapheme-phoneme integration. In this event-related potential study, first (age = 7.06 years, N = 32) and third-grade readers (age = 9.29 years, N = 28) were presented with pairs of pseudowords and Armenian character strings in a novel implicit same-different paradigm. To test the phonological mapping hypothesis, stimuli were presented in visual-only and audiovisual conditions. The results demonstrated that tuning for print already emerges in first grade. Moreover, the parallel presentation of auditory stimuli enhanced the N1 effect suggesting a role of orthographic-phonological mapping in the development of specialization for print. 相似文献
83.
Data from surveys of parents of students in Russian schools of various types in the years 2006 to 2011 show a high level of desire to invest in their children's education. There has been a high degree of stability in aspirations and investment in spite of the economic problems caused by global recession. 相似文献
84.
T. Padmanabhan 《Resonance》2011,16(10):950-955
Descartes discovered the link between algebra and geometry, which forms the cornerstone of applied geometry today. 相似文献
85.
86.
This article is the third in a series reporting on the changes in attitudes and interests‐‐mainly with respect to physics‐of several hundred students as they proceed through the Danish upper secondary school (Gymnasium). It concentrates on the results of the final investigation which took place shortly before the students leave the school. 相似文献
87.
88.
P.B. Tymms C.T. Fitz‐Gibbon J.J.C. McCabe R.D. Hazelwood 《School Effectiveness & School Improvement》2013,24(4):281-298
ABSTRACT This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately. The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper. The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed. 相似文献
89.
All universities in Australia are asked to develop various attributes in their degrees. From 2011, the Australian Qualifications Framework has stipulated some of these attributes for the various levels of qualifications. There are many challenges that face assuring the development of graduate attributes in a Bachelor of Arts as the degree typically has very few core units (if any), a wide choice of subjects, a limited prerequisite structure and, unlike many professional degrees, the BA does not have an external accrediting body. This paper describes an approach used to identify the pathway undertaken by each individual student in a History major of the Bachelor of Arts. This pathway was used to identify the graduate attributes that each student should have developed, as articulated by the lecturers. Student perceptions were then compared with the graduate attributes that were intended to be developed through each individual's combination of units studied. In summary, through analysing the two methods (student perceptions and unit pathway) we found that they concurred with respect to only three-quarters of the graduate attributes. Possible reasons for the discrepancies and future research are discussed. The need for multiple methods of providing evidence of the development of graduate attributes is confirmed. 相似文献
90.
T. P. Gorman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):190-198
This article summarizes the findings of an NFER project which studied the roles, management and practices of LEA advisory services throughout England and Wales. The full report of the research (Stillman and Grant, 1988) will be published in January by NFER‐NELSON. 相似文献