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91.
Spheres of Justice within Schools: Reflections and Evidence on the Distribution of Educational Goods
Clara Sabbagh Nura Resh Michal Mor Pieter Vanhuysse 《Social Psychology of Education》2006,9(2):97-118
This article argues that there are distinct spheres of justice within education and examines a range of justice norms and
distribution rules that characterize the daily life of schools and classrooms. Moving from the macro to micro level, we identify
the following five areas: the right to education, the allocation of (or selection into) learning places, teaching–learning
practices, teachers’ treatment of students, and student evaluations of grade distribution. We discuss the literature on the
beliefs by students and teachers about the just distribution of educational goods in these five domains, and on the practices
used in the actual allocation of these goods. In line with normative ‘spheres of justice’ arguments in social theory, we conclude
that the ideals of social justice within schools vary strongly according to the particular resource to be distributed. Moreover,
these ideals often do not correspond with the practices that actually guide resource distribution in education, which may
go some way toward explaining explicit or latent conflicts in this sphere.
Justice is a human construction, and it is doubtful that it can be made in only one way – Michael Walzer (1983, p. 5) 相似文献
92.
Michael B. Hargis Boris B. Baltes Yitzhak Fried Ari Levi 《Journal of business and psychology》2006,20(4):587-598
Prior research has demonstrated that race, at least to some extent, is related to employment decisions such as selection and performance appraisals. However, little prior research has addressed the impact of race on employment termination. The current study investigates whether race is related to employment termination and highlights the importance of education, an important component of human capital, in understanding racial differences in termination. Results based on 548 employees from a large hotel chain indicate that race is related to termination; however, race is not predictive of termination when education is included in the regression analysis as a predictor. These findings support the notion that a societal level variable (i.e., education) is an important factor in reducing racial inequality in employment practices. 相似文献
93.
Yaghoob Foroutan 《Journal of Beliefs & Values》2019,40(1):1-18
This article focuses on the process of gender identity construction through the educational system from a socio-cultural perspective. Socialisation operates as a strategy to protect social unity and group superiority. Although socialisation is an enduring process involving various institutions, childhood is a vital period of gender socialisation whereby schools and school textbooks play a substantial role as the first official sources of socialisation in children. Using content analysis method, this article focuses on Iran’s primary school textbooks. The results support the pattern of ‘gender bias’, rather than ‘gender fairness’. This is a more evident observation in the higher educational grades. The patterns highlighted here are evidently incompatible with socio-demographic progresses in women’s status over recent years, which call for revision in the school education resources in this context. 相似文献
94.
Fanhao Nie 《Journal of Beliefs & Values》2019,40(1):88-103
Previous research has demonstrated that individual religious beliefs and practices are associated with educational outcomes. However, less is known about the manner in which the overall religious cultural influence of a religion can affect an individual’s educational aspirations. Using multilevel analyses on two waves of the National Study of Youth and Religion (NSYR) merged with county-level variables from the US Census, and the Religious Congregations and Membership Study (RCMS), the study shows that a county’s higher Jewish population share is associated with a higher level of educational aspirations for the youth, regardless of being Jewish or not. This Jewish contextual effect remains robust even after controlling a wide range of individual and county-level variables, such as individual academic achievement and religious identity. Consistent with the relevant theory and literature, the negative main effect of county-level conservative Protestant population share on educational aspirations is explained by county-level socioeconomic characteristics. The same mechanism is used in part to explain the initially positive relationship between Catholic population share and educational aspirations. Finally, the study highlights the importance of using a multilevel approach to examine and provide understanding of the relationship between religious influence and educational outcomes. 相似文献
95.
Geoff Lindsay 《Counselling and Psychotherapy Research》2019,19(1):3-7
Children and young people exhibiting behavioural difficulties present a major challenge not only to parents but also to education and health professionals and to society as a whole. In this paper, I shall address some key issues regarding these parenting programmes, based particularly on a programme of research over 13 years in the Centre for Educational Development, Appraisal and Research at the University of Warwick. This has comprised large‐scale studies across all areas of England, both programmes targeted at parents whose children are presenting or at risk of developing behavioural difficulties: the Parenting Early Intervention Pathfinder and Parenting Early Intervention Programme; and universal programmes aimed at all parents, as a positive contribution to behavioural development across the population: the CANparent trial. All were funded by the Department for Education plus the continuation of the CANparent trial was funded by the Department of Health. In addition, I consider studies that have built on this research to examine the use of parenting programmes with parents of children and young people with special educational needs; and also the effectiveness of programmes during sustained implementation, beyond formal trials and similar research initiatives, that is, as day‐to‐day practice. I show that well‐constructed parenting programmes that are acceptable to parents are effective, that these positive effects on parents can remain over time, and also that the positive effects found in well‐organised trials can be maintained when programmes are delivered by community services as part of their normal practice. 相似文献
96.
Spatial reasoning with external visualizations: what matters is what you see, not whether you interact 总被引:2,自引:0,他引:2
Three experiments examined the effects of interactive visualizations and spatial abilities on a task requiring participants to infer and draw cross sections of a three-dimensional (3D) object. The experiments manipulated whether participants could interactively control a virtual 3D visualization of the object while performing the task, and compared participants who were allowed interactive control of the visualization to those who were not allowed control. In Experiment 1, interactivity produced better performance than passive viewing, but the advantage of interactivity disappeared in Experiment 2 when visual input for the two conditions in a yoked design was equalized. In Experiments 2 and 3, differences in how interactive participants manipulated the visualization were large and related to performance. In Experiment 3, non-interactive participants who watched optimal movements of the display performed as well as interactive participants who manipulated the visualization effectively and better than interactive participants who manipulated the visualization ineffectively. Spatial ability made an independent contribution to performance on the spatial reasoning task, but did not predict patterns of interactive behavior. These experiments indicate that providing participants with active control of a computer visualization does not necessarily enhance task performance, whereas seeing the most task-relevant information does, and this is true regardless of whether the task-relevant information is obtained actively or passively. 相似文献
97.
We have developed a process model that learns in multiple ways while finding faults in a simple control panel device. The model predicts human participants' learning through its own learning. The model's performance was systematically compared to human learning data, including the time course and specific sequence of learned behaviors. These comparisons show that the model accounts very well for measures such as problem-solving strategy, the relative difficulty of faults, and average fault-finding time. More important, because the model learns and transfers its learning across problems, it also accounts for the faster problem-solving times due to learning when examined across participants, across faults, and across the series of 20 trials on an individual participant basis. The model shows how learning while problem solving can lead to more recognition-based performance, and helps explain how the shape of the learning curve can arise through learning and be modified by differential transfer. Overall, the quality of the correspondence appears to have arisen from procedural, declarative, and episodic learning all taking place within individual problem-solving episodes. 相似文献
98.
Hasan Ünder 《Studies in Philosophy and Education》2008,27(6):405-431
This article aims to present the past and present state and future possibilities of philosophy of education as an academic
discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes
philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part
of the modernization of education. It seems that during the Republican era in Turkey before World War II, mainly due to the
dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks
for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education
in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey’s changing
international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA
between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the
restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the
discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing
discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision
of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming
period.
相似文献
Hasan ünderEmail: |
99.
学制——我国医学教育的困惑与出路 总被引:1,自引:0,他引:1
目前我国医学教育层次繁多,学制较为混乱,已成为阻碍医学教育改革的重要因素。在《本科医学教育全球标准》及我国住院医师规划化培训均已启动和实施的背景下,医学教育国际化和住院医师规范化培训均对我国医学教育提出了更高要求。逐步统一医学教育学制,是继续深化医学教育变革的出路之一。 相似文献
100.
传统空间语言学研究范式已经难以适应符号学当前研究的需要,本文探讨了以虚拟现实技术为支持的虚拟空间语言学的现存研究范例及其在下列七大方面的创新点 :兼顾高内部效度和外部效度、保证个人空间的无意识加工特性、可精确控制非言语行为额外变量、保证凝视的平衡作用、实现拥挤压力源的实验研究、实现对实验环境和实验刺激精确的可重复性、优化传统数据收集方法。最终提出了该创新研究范式在本土化符号学和跨文化非言语交际学研究领域中所呈现出的重要理论价值和实践意义。 相似文献