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2. Linguistic Insights in Applied Linguistics. Collection d''Etudes linguistiques,' No. 14. Papers from the Neuchatel Colloquium in Applied Linguistics in collaboration with AIMAV, AILA, CILA, and the University of Neuchatel (2nd, May 25-26, 1973).
- Author
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Association Internationale pour la Recherche et la Diffusion des Methodes Audio-visuelles et Structuro-globales, Ghent (Belgium)., Corder, S. P., and Roulet, E.
- Abstract
Papers from the 1973 Neuchatel Colloquium in Applied Linguistics are presented. Contents are as follows: "Karttunen's Types of Implication in English and German: A Contrastive Study," W. Abraham; "The Relevance of Generative Semantics for Language Teaching," R. Dirven; "'Be' plus 'ing' Revisited," H. Adamczeski; "The So-Called Deep Structures and the Foreign-Language Learner," T. P. Krzeszowski; "L'illocution: problematique et methodologie" ("Illocution": Problems and Methodolgy), H. Holec; "An Approach to Treating Extratextual Function in a Language Teaching Syllabus," C. N. Candlin; "Notional Syllabuses and the Concept of Minimum Adequate Grammar," D. Wilkins; "The Deep Structure of Discourse and the Use of Translation," H. G. Widdowson; "Vers une caracterisation linguistique des normes dans l'enseignement des langues" (Towards a Linguistic Characterization of the Norms in Language Teaching), E. Roulet; "Pour une methode du faire dans l'enseignement des langues" (For a Methodology in Language Teaching), J. Nivette; and "Pedagogical Grammars or the Pedagogy of Grammar?," S. P. Corder. (SW)
- Published
- 1974
3. Compulsory Education: Statistics, Methodology, Reforms and New Tendencies. Conference Papers for the 8th Session of the International Standing Conference for the History of Education (Parma, Italy, September 3-6, 1986). Volume IV.
- Author
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Parma Univ. (Italy). Centro Italiano per la Ricerca Storico-Educativa. and Genovesi, Giovanni
- Abstract
This collection, the last of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere, analyzes statistics, methodology, reforms, and new tendencies. Twelve of the document's 18 articles are written in English, 3 are written in French and 3 are in Italian. Summaries accompany most articles; three of the foreign language articles have English summaries. Bibliographies are included with many selections. Titles and authors are as follows: "From the Methodology of Pedagogical Study of Obligatory Education" (Wlodzimierz Goriszowski); "Les Peres de l'Ecole Obligatoire Pris au Piege de la Statistique Scolaire (1876-1906)" (Jean-Noel Luc); "Primary Compulsory School at Viareggio (1860-1900)" (Luciana Bettalla and Fanny Coli); "School Attendance in The Netherlands" (Th. F. M. Boekholt); "L'Offre d'Ecole Avant l'Obligation Scolaire: L'Enseignement des Premieres Enquetes Bataves (1799-1811)" (Willem Frijhoff); "A Danish Reform Concerning the First Years of School" (Hans Vejleskov); "The Vanloese Experiment: New Education in Compulsory Education in Denmark in the Twenties" (Ellen Norgaard); "Historical Development of Compulsory Education in Socialist Countries (1917-present time)" (Gottfried Uhlig); "Parents and Compulsory Education Laws in England & Wales (1880-1980)" (Geoffrey Stevenson); "Prospettive dell'Istruzione Obbligatoria in Italia" (Luigi Ambrosoli); "La Continuite Scolaire et 'l'Ecole de Base' en Italie: Aspects Historiques et Perspectives" (Giovanni Genovesi); "Formazione Generale, Orientamento per gli Studi e/o per la Professione nell'Elevazione dell'Obbligo Scholastico al 16 Anni: La Questione Italiana, Oggi" (Vittorio Telmon); "From Optional to Compulsory: The Introduction, Development and Extension of 'English' in Norwegian Compulsory Education" (B. Brandtzaeg Gundem); "Reforms and New Tendencies: Norwegian Compulsory Education (Olav Sunnana); "Compulsory Education in the Canary Islands" (Pedro Sosa Also); "Compulsory Education in the United States: Its development and Some Recent Considerations" (Erwin v. Johanningmeier); "La 'Compulsory Education' nel Contesto Sovietico" (Giorgio Vuoso); and "A New Look at the Act of Teaching FL Reading" (Yvonne Poser and Gunter G. Pfister). (CJH)
- Published
- 1986
4. Social-Economic Life and Compulsory Education. Conference Papers for the 8th Session of the International Standing Conference for the History of Education (Parma, Italy, September 3-6, 1986). Volume III.
- Author
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Parma Univ. (Italy). Centro Italiano per la Ricerca Storico-Educativa. and Genovesi, Giovanni
- Abstract
Socioeconomic life is the theme of this third of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere. Of the document's 18 articles, 15 are written in English and 3 are written in French. Most selections offer summaries; one of the three articles written in French provides a resume in English. Bibliographies accompany many articles. Titles and authors are as follows: "Mentalites et Experiences Sociales: Les Conditions Socio-Historiques de la Scolarisation Obligatoire en Europe" (Wolfgang Schmale); "Compulsory Schooling and Ethnic Acculturation in Alberta: A Case Study--1890s-1920s" (Nick Kach and Kasper Mazurek); "Attitudes to the Elementary Schools System among Copenhagen Working-Class Parents (1870-c.1900). Description of a Research Project" (Ning de Coninck-Smith); "The Introducation and Enforcement of Compulsory School Attendance in 19th Century Prussia" (Hans-Jurgen Apel); "Compulsory Education for German Immigrant Children in the United States of America during the Second Half of the Nineteenth Century: The Case of Rural Wisconsin" (Juliane Jacobi-Dittrich); "Le Recensement des Conscrits, le Reglement du Travail dans l'Industrie du Tabac et la Scolarite Obligatoire dans la Ville Hanseatique de Breme de 1841 a 1844" (Wiltrud Ulrich Drechsel and Franck Neumann); "A Social-Historical Approach Toward Mass Education in the Early 19th Century" (Klaus Wiese); "The Diminished Role of Formal Education in National Socialist Germany" (Geoffrey J. Giles); "Policy in Practice: Families and the Introduction of Compulsory Schooling in Essex Textile Districts" (Grace Belfiore); "Notes for a Pattern of Analysis of Compulsory Education in Latin America during the Nineteenth Century" (Gabriela Ossenbach-Sauter); "The Compulsory Education and the Mexican Revolution (1910-1924)" (Renate Marsiske); "Historical Context of Compulsory Education in Poland" (Jan Hellwig); "Social and Economic Aspects of Introducing Compulsory Education in the Czech Lands" (Dagmar Capkova); "The Political, Social and Economic Situation of Poland and Compulsory Education (to 1918)" (Lech Mokrzecki); "L'Obligation Scolaire au Portugal pendant la Premiere Moitie du XXe Siecle" (Aurea Adao); "Compulsory Schooling and Social Revolution in Spain 1936-1937: Considerations Concerning the Libertarian Position" (Pere Sola);"Compulsory Education and Child Labor in Spain in the Early 20th Century (Madrid, 1900-1920)" (Alejandro Tiana Ferrer); and "The Compulsory Curriculum in Industrial America: Connections Between Past and Present" (Thomas A. Mulkeen). (CJH)
- Published
- 1986
5. Introduction, Development and Extension of Compulsory Education. Conference Papers for the 8th Session of the International Standing Conference for the History of Education (Parma, Italy, September 3-6, 1986). Volume I.
- Author
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Parma Univ. (Italy). Centro Italiano per la Ricerca Storico-Educativa. and Genovesi, Giovanni
- Abstract
This first of four volumes on the history of compulsory education among the nations of Europe and the Western hemisphere deals with historical antecedents and early development. Of the 29 total articles, 18 are in English and 2 have English summaries. Many selections include bibliographies. Titles and authors are as follows: "The Political Institutionalization of Compulsory Education" (Francisco O. Ramirez and John Boli); "L'Obbligo Scolastico e la Scuola di Base Nello Scritto d'un Pedagogista Cileno" (Alessandro Leonarduzzi); "Beginnings of Compulsory Education in the Republic of Columbia" (O. Negrin Fajardo and D. Soto Arango); "L'Obligation Educative en France des Origines a Nos Jours" (Paul Gerbod); "L'Introduction de l'Obligation Scolaire dans l'Allemagne Protestante du XVIe au XVIIIe Siecle" (Jean-Luc Le Cam); "Karl August Zeller (1774-1846). Aide-Camps pour la Prusse, Pays en Voie de Developpement en Matiere d'Education Nationale, dans le Contexte du Decalage Sud-Nord des Pays Germanophones" (Rudolf Koschnitzke); "The Historical Development of Compulsory Schooling in Germany" (Gabriele Weigand); "The History of Compulsory Education in Germany" (Karl-Heinz Guenther and Gert Geissler); "The Advent of Universal Compulsory Elementary Education in England and Wales" (D. K. Jones); "Gradual Regulation of Schooling Age and School Attendance in Hungary since 1777 up to Now" (Otto Vag); "The Debate about the Introduction of Compulsory Elementary Education of 1848 in Hungary" (Sandor Komlosi); "Compulsory Education in the Twenty Years after Italian Unification (1860-1880)" (Enzo Catarsi); "Chiesa e Obbligo Scolastico Nell'Italia Post-Unitaria (1860-1900)" (Carmela Covato); "Compulsory Education in The Netherlands" (J. F. A. Braster and N. L. Dodde); "School and Literacy. Introduction of the Elementary School in Norway in the 1730's and 1740's" (Knut Tveit); "The Idea of Unbroken Primary School in Norway" (Knut Jordheim); "L'Introduction de l'Obligation Scolaire dans la Pologne, la Prusse et l'Autriche" (Marianna Krupa); "Legal Foundation and Accomplishment of Compulsory Education in Poland in 1918-1939" (Jozef Zerko and Romuald Grzybowski); "L'Introduction et la Prolongation de la Scolarite Obligatoire au Portugal" (Joaquim Ferreira Gomes); "L'Enseignement Obligatoire dans les Constitutions Espagnoles due XIXe Siecle" (Federico Gomez Rodriguez de Castro); "Le Chemin Vers l'Enseignement Obligatoire en Espagne Avant 1857" (Anastasio Martinez Navarro); "Apport des Municipalites Constitutionnelles a l'Introduction de l'Enseignement Obligatoire en Espagne" (Julio Ruiz Berrio); "Compulsory Education in the Swiss Canton of Zurich from 1798 to 1859" (Fritz-Peter Hager); "La Reproclamation de l'Instruction Obligatoire, a Geneve, au XIXe Siecle: Du Refus de 1842 a l'Acceptation de 1872" (Charles Magnin); "Towards Compulsory Education: The School Revival Movement in the United States" (Jurgen Herbst); "The Roots of Compulsory Education in America" (L. Glenn Smith); "Compulsory Education in Utopia: Owen and Neef" (Dieter Jedan); "Compulsory Education in the Waldorf Schools in America" (Joseph A. Baust); and "Compulsory Education in Chicago" (Joan K. Smith). (CJH)
- Published
- 1986
6. Multicultural Education. A Policy for the 1990s = L'education multiculturelle. Une politique pour les annees 1990.
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Manitoba Dept. of Education and Training, Winnipeg.
- Abstract
This publication presents the official multicultural education policy statement for Manitoba (Canada) institutions of education and training. The policy is guided by the following three principles: (1) education for full participation in society; (2) education for cultural and linguistic development; and (3) education for intercultural understanding. An introduction describes the adoption of the policy for a multiculutural society by the Government of Manitoba in 1990 and the implications for all branches of government and education. A section on the policy statement describes the three main thrusts of the policy. Another section outlines objectives that will transmit the general policy statement for implementation. A section on multicultural education lists initiatives of Manitoba Education and Training that assist the implementation of the policy. Also listed are tasks for school division, initiatives for postsecondary institutions, and initiatives for ethnocultural communities. A conclusion lists four companion documents to support implementation of the policy. (JB)
- Published
- 1992
7. Culture.
- Abstract
Twelve conference papers on cultural aspects of second language instruction include: "Towards True Multiculturalism: Ideas for Teachers" (Brian McVeigh); Comparing Cultures Through Critical Thinking: Development and Interpretations of Meaningful Observations" (Laurel D. Kamada); "Authority and Individualism in Japan and the USA" (Alisa Woodring); "Study Trip to France" (Alain Lauffenburger) (in French); "Everything You Need To Know Begins at Kindergarten" (Laura McGregor); "Native Americans and Europeans, Ainu and Waijin: Culturally Relevant EFL Content-Based Social Studies Comparative History Curriculum Design at a Japanese Junior College" (Robert E. Gettings); "Folklore in the ESL Classroom" (Virginia A. Jenkins); "Redefining Our Educational Parameters" (Eton F. Churchill, Jr.); "Commonly Asked Global Issues Questions" (Jessica Newby Kawata, David Peaty, Donna McInnis, Junko Mukainakano); "Geography in the Global Issues Classroom" (Kawata); "Gender Issues in Language Education" (Thomas Hardy, Amy Yamashiro, Cheiron McMahill). Individual papers contain references. (MSE)
- Published
- 1997
8. A Report on the Status of the Teaching of French as a Second Language within CTF Member Organization Jurisdictions.
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Canadian Teachers' Federation, Ottawa (Ontario).
- Abstract
A ten-member commission on French as a Second Language (FSL) was established by the Canadian Teachers' Federation (CTF) in July 1978, with a three-year mandate. One of the commission's tasks was to review the national scene in the area of FSL education. A process was initiated to survey CTF member organizations, to review education acts and regulations of each province, and to review official reports. This report includes a summary of the findings with comments. The report is presented as follows: (1) provincial/territorial regulations governing FSL education; (2) observations on the regulations in terms of definition of objectives, required grade levels and time allocation, prescribed programs or texts, teacher training, and general observations; (3) federal government support for second language studies, especially assistance for the teaching of the second official language, the special projects program for the development of bilingualism, teachers' bursaries, language training centers, and the second language monitor program; and (4) an outline of relevant policy or position statements by CTE member associations. Appendices include relevant statistical tables and position papers from member associations. A French language version of the body of the report and the statistical tables is included. (AMH)
- Published
- 1981
9. A Probleme Complexe, Rarement Solution Simple: La Necessite d'une Intervention Integree aupres des Eleves en Difficulte de Comportement. For Every Complex Issue There Is a Simple Answer...and It Is Wrong: The Need for a Comprehensive Intervention with EBD Students.
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Laval Univ., Quebec (Quebec). and Royer, Egide
- Abstract
This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized schools can make a difference in the life of EBD students); (2) "the place of every student is in the regular classroom" (rather, the regular classroom is an objective, but not an end in itself); (3) "more money will do the job" (rather, money generated by special education must go to special education and related professional services); (4) "when your only tool is a hammer, all problems must resemble nails" (rather, interventions must be highly individualized); (5) "experience is everything, the teacher will learn how to deal with these students" (rather, teachers must be in contact with the best knowledge base and practices available); (6) "research? what for? all you need is love" (rather, there is a need for field research done in collaboration with teachers that is focused on the evaluation of educational interventions); and (7) "this is family, not school business" (rather, home-school partnership is necessary to influence the development of EBD students). (Contains 14 references.) (DB)
- Published
- 1997
10. On JALT96: Crossing Borders. Proceedings of the Annual JALT International Conference on Language Teaching and Learning (23rd, Hiroshima, Japan, November 1996).
- Author
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Japan Association for Language Teaching, Tokyo., Cornwell, Steve, Rule, Peggy, Sugino, Toshiko, Cornwell, Steve, Rule, Peggy, Sugino, Toshiko, and Japan Association for Language Teaching, Tokyo.
- Abstract
Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction; vocabulary building; Japanese particle usage; beginning writing instruction; discipline-based technical writing; peer writing evaluation; oral communication instruction; dance as an instructional technique; test revision; and continuous assessment using computer-assisted instruction. In section 4, papers on use of technology in the classroom address: use of the Internet; on-line newspapers and magazines; computerized test and materials development; designing materials t accompany videos; and content video in ESL instruction. Papers on cultural issues in section 5 include these topics: multiculturalism in the classroom; comparing cultures through critical thinking; authority and individualism in Japan and the United States; a study trip to France; setting the stage in kindergarten; comparative social studies; folklore in ESL instruction; Model United Nations; global issues; geography instruction; gender issues; and English variation. The final section contains five papers on the Linguapax Program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Papers are primarily in English, with some Japanese and French included. (MSE)
- Published
- 1997
11. Access, Affordability and Universal Service on the Canadian Information Highway.
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Canadian Teachers' Federation, Ottawa (Ontario).
- Abstract
Following a brief description of educational networking initiatives in Canada, this paper points out some barriers to the further expansion of electronic networking in K-12 classrooms. Disparities in existing infrastructure are described, and considerations about the need to maintain the relevance of educational tools to the learner environment are presented. The importance of user community control of the networking environment is emphasized. In presenting suggestions to further the government's policy objectives of universal service at affordable cost, this paper recommends changes to the regulatory environment to encourage connectivity and suggests that basic services be defined and made available to schools at no cost beyond the fixed monthly line charges. (Author)
- Published
- 1995
12. Creating a Love of Reading = Susciter le Gout de la Lecture.
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National Literacy Secretariat, Ottawa (Ontario). and O'Leary, John Daniel
- Abstract
To develop good reading habits, children must be surrounded with books, stories and reading not only in the classroom but in the home and the community. Children who read and are read to outside of school do better than those who do not read and are not read to outside of school. Parents and other family members should make books and reading aloud a routine part of life on an everyday basis as well as on important family occasions. Grandparents, aunts, uncles, and other adult friends can do the same. "Reading circles" (a place in the community where children gather on a regular basis to read and share stories together) are an extremely powerful tool in the effort to support learning and literacy, as are reading tents set up at community events, and "street reading" with teen reading teams. Celebrities can be invited to share stories with children. "TV Guide" can be used to read about television shows and to discuss viewing with children. Reluctant readers who are interested in rock music can be reached by discussing with them the lyrics to their favorite songs, by having them read about their favorite performers, or by joining fan clubs. Political issues and personalities can be used to provoke discussions which are then followed up by reading books and articles. If parents and their children persistently and daily come together and share family stories, community stories, and national stories, they will be developing a love for reading and a respect for each other's characteristics and dignity. (Fourteen references are attached.) (RS)
- Published
- 1991
13. IFLA General Conference, 1989. Division of Libraries Serving the General Public. Section on Children's Libraries; Section of School Libraries; Section of Libraries Serving Disadvantaged Persons. Booklet 30.
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International Federation of Library Associations, The Hague (Netherlands).
- Abstract
Fifteen papers from the Division of Libraries Serving the General Public are included in this collection: "When the Children's Library Meets the Museum" (French and English versions; Annie Pissard); "Value of Library Service for Children Literature in France" (Aline Eisenegger); "The Latin American Literature in France" (Aline Eisenegger); "The Latin America Network of Documentation Centres for Children's Literature as an Information Tool" (Clara Budnik); "On Some Theoretical Foundations of the School Library/Media Center and Their Implications for Education" (French and English versions; Paulette Bernhard); "Pedagogy of Reading in a Rural Area" (French and English versions; A. Valin); "Academic Achievement and the School Library: An International Study" (Setsuko Koga, et al.);"Library and School for Young Children and Handicapped Children: An Original Cooperation" (French and English versions; Myriam Lott Deschamps); "Television and Visiophonie: Therapy and Mass Media" (French and English versions; Jean-Pierre Seguin); "Inmates-Adopt-a-Scholar: A Case Study in New York State Prison Library Programming to Develop Critical Thinking Skills" (Myra Albert); "IFLA's Section for Libraries Serving Disadvantaged Persons: A Presentation" (Gunilla Malgren-Neale); "Access to Information for Visually Impaired Students in the University Environment: The Situation in Germany" (Rainer F. V. Witte); "How Blind People Access Data Stored on CD-ROM in University Libraries" (Anita Richaume); "Tobia Center: Braille Research and Printing Center: A Summary of 12 Years' Experiment" (Monique Truquet); and "Public Libraries Against Illiteracy" (Ernest A. DiMattia, Jr.). (SD)
- Published
- 1989
14. Organizing an International Information Network in Education: Process and Problems. Organisation D'Un Reseau International D'Information Sur L'Education: Processus Et Problemes.
- Author
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United Nations Educational, Scientific, and Cultural Organization, Paris (France). and Pritchard, Roger
- Abstract
One of a series of Unesco technical information reports, this paper describes the process of setting up an international information network that would disseminate information to developing nations about educational policy and planning. Written in English and French, the paper surveys the general context in which a network has to operate, presents properties important if the network is to have impact and be successful, discusses the problems in setting up such a network, and summarizes recommendations. The paper argues that there is a need to develop a network that would disseminate information about "work in progress." Up to the present time network development has essentially been development of end-result systems such as the publications and findings of projects and programs. To be of maximum usefulness to its members, a network should have certain properties. It should connect individuals rather than institutions; it should send out information not to the whole world but to a select group of interested active persons; and it should be informal and decentralized. A print-based mail-distributed network, e.g. a newsletter, was recommended. The availability of the network services has to be made known, but the initiative has basically to come from those who will receive the expert advice if the service is to be effective. The reception of visitors by the secretariat and the strategic visits by it to the individual members should be an integral part of the network. (Author/RM)
- Published
- 1977
15. Learner Autonomy: New Insights. = Autonomie de l'apprenant: nouvelles pistes.
- Author
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Association Internationale de Linguistique Appliquee, Stuttgart (West Germany)., Dam, Leni, Dam, Leni, and Association Internationale de Linguistique Appliquee, Stuttgart (West Germany).
- Abstract
This book presents papers, written in both English and French, from a symposium entitled "Promoting Learner Autonomy: New Insights." After "Introduction" (Leni Dam), the eight papers include the following: "Examining the Discourse of Learner Advisory Sessions" (David Crabbe, Alison Hoffman, and Sara Cotteral); "Approaches to Advising for Self-Directed Language Learning" (Richard Pemberton, Sarah Toogood, Susanna Ho, and Jacqueline Lam); "From Awareness to Counselling in Learner Autonomy" (Beverly Ann Carter); "Towards an Analytic Approach to Assessing Learner Autonomy" (Jose Lai); "The Assessment of Learner Autonomy and Language Learning" (Marie-France Champagne, Terry Clayton, Nicholas Dimmitt, Matthew Laszewski, William Savage, Jonathan Shaw, Richmond Stroupe, Myint Myint Thein, and Pierre Walter); "Discourse Behaviour in an Autonomous Learning Environment" (Lienhard Legenhausen); "Group Work for Autonomy in Asia: Insights from Teacher Research" (Richard C. Smith); and "The Institutional and Psychological Context of Learner Autonomy" (Naoko Aoki). (Papers contain references.) (SM)
- Published
- 2001
16. School Libraries and Resource Centres = Bibliotheques scolaires et centres de documentation.
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Organisation for Economic Cooperation and Development, Paris (France). and Organisation for Economic Cooperation and Development, Paris (France).
- Abstract
This book, in French and English, addresses how the school library of the future will be designed and what role it will play as a school facility within the educational system and in society as a whole. The following papers are included: (1) "Issues" (John Mayfield); (2) "Designing Schools for the Information Society: Libraries and Resource Centres"; (3) "Information and Communications Technologies (ICT) and the Quality of Learning: An International OECD/CERI Study" (Edwyn O. James); (4) "Documentation and Information Centres (CDI) and New Technologies in France" (Guy Pouzard); (5) "Regional Policy for the Development of Information and Communications Technologies in Upper Secondary Education in Ile-de-France" (Jacques Foucher); (6) "The School Library--An Endangered Species or the Heart of the Community?" (Tim Sandercock); (7) "The Learning, Information and Communication Centre in Austrian Secondary Schools" (Manfred Hinum and Johanna Hladej); (8) "The Alford Information and Technology Centre at Aberdeenshire in Scotland" (Clive Marsden); (9) "The Multimedia Centre in the Institut Notre-Dame des Champs, Brussels" (Jean-Marie Moonen); (10) "Resource Centres in the Tuscany Region" (Paolo Benesperi); and (11) "Five Examples of School Resource Centres in Portugal: The School 2001 Project in Pendao, Portugal" (Isabel Mendinhos). (Contains 401 references.) (MES)
- Published
- 2001
17. Canadian Mathematics Education Study Group = Groupe Canadien d'Etude en Didactique des Mathematiques. Proceedings of the Annual Meeting (24th, Montreal, Quebec, Canada, May 26-30, 2000).
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Canadian Mathematics Education Study Group., Simmt, Elaine, Davis, Brent, and McLoughlin, John Grant
- Abstract
This document contains the proceedings of the annual meeting of the Canadian Mathematics Education Study Group (CMESG) held at the University of Quebec in Montreal, Canada, May 26-30, 2000. The proceedings consist of two plenary lectures, five working groups, four topic sessions, new Ph.D. reports, and panel discussions. Papers include: (1) "Manipulating Combinatorial Structures" (Gilbert Labelle); (2) "The Theoretical Dimension of Mathematics: A Challenge for Didacticians" (Maria Bartolini Bussi); (3) "Mathematics Courses for Prospect Elementary Teachers" (Caroline La Joie and Ed Barbeau); (5) "Crafting an Algebraic Mind: Intersections from History and the Contemporary Mathematics Classroom" (Louis Charbonneau and Luis Radford); (6) "Mathematics Education et Didactique des Mathematiques: Is There a Reason for Living Separate Lives?" (Tom Kieren and Anna Sierpinska); (8) "Teachers, Technologies, and Productive Pedagogy" (David A. Reid and Rosamund Sutherland); (9) "Calculus Reform: A Critical Assessment" (Sylvie Desjardins and Harald Proppe); (10) "A Proof Ought to Explain: A Classroom Teacher-Researcher, a Mathematics Educator, and Three Cohorts of Fifth Graders Seek to Make Meaning of a Non-Obvious Algebraic Equation" (Vicki Zack and David A. Reid); (11) "Assessment for All" (Leigh N. Wood and Geoffrey H. Smith); (12) "Mathematics--By Invitation" (Ralph T. Mason); (13) "Math Central: An Internet Service for Teachers and Students" (Mhairi (Vi) Maeers and Harley Weston); (14) "Mathematical Conversations within the Practice of Mathematics" (Lynn Gordon Calvert); (15) "The Word Problem as Genre in Mathematics Education" (Susan Gerofsky); (16) "How Visual Perception Justifies Mathematical Thought" (Dennis Lomas); (17) "Folding Back and Growing Mathematical Understanding" (Lyndon Martin); (18) "La Place et les Fonctions de la Validation Chez les Futures Enseignants des Mathematiques au Secondaires" (Claudine Mary); (19) "Mathematics Knowing in Action: A Fully Embodied Interpretation" (Elaine Simmt); (20) "Pourquoi Enseigner les Mathematiques a Tous?" (Bernard R. Hodgson); (21) "Why Teach Mathematics to Everyone?" (Bernard R. Hodgson); (22) "Why Teach Mathematics to All Students?" (Sandy Dawson); (23) "Why Teach Mathematics to All Students?" (Brent Davis); and (24) "Why Teach Mathematics to Everyone?" (Nadine Bednarz). (KHR)
- Published
- 2000
18. Charting a European Agenda (Esquisse d'un plan de travail europeen).
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Moon, Bob
- Abstract
Reviews the role of practical experience within preservice and inservice teacher education programs, noting the increasing importance of practical experience and examining the various forms of university-school partnerships. The paper recommends greater cooperation among European countries in promoting and providing practical experience. (SM)
- Published
- 1996
19. Measuring the Quality of Schools = Mesurer la Qualite des Establissements Scolaires.
- Author
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Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation. and Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.
- Abstract
As part of the Organisation for Economic Cooperation and Development project on international educational indicators, four networks were formed to represent different domains. This collection contains background papers that were prepared to deal with some of the fundamental questions about process indicators examined by Network "C," the network that, under the leadership of The Netherlands, was given the task of measuring indicators of schools and school processes. The following papers are included: (1) "Internationally Comparable Indicators of Educational Programmes and Processes: Identification, Measurement and Interpretation" (Jaap Scheerens); (2) "Comparer les structure de decision des systemes educatifs: un bilan de l'approache quantitative (Comparison of Decision-Making Structures in Education Systems: A Review of the Quantitative Approach)" (Denis Meuet, Jacques Prod'hom, and Eugen Stocker); (3) "The Selection and Definition of International Indicators on Teachers" (Jaap Scheerens); (4) "Curriculum Indicators in International Comparative Research" (Willem J. Pelgrum, Joke Voogt, and Tjeerd Plomp); (5) "Process Indicators on School Functioning and the Generalisability of School Factor Models across Countries" (Bert Creemers); (6) "The Development of Indicators on Equity in Education" (Alan Gibson and Denis Meuret); (7) "The Search for Indicators on the Effective Functioning of Tertiary Education Institutions" (Alan Gibson); (8) "The Use of Performance Indicators in School Improvement and Accountability" (Carmo Climaco); (9) "Perspectives on Decision-Making in Education Systems and the Development of the Network C Locus of Decision-Making Survey" (Darrel Drury, Laura Hersh Salganik, and Marilyn M. McMillen); (10) "La mise en place d'un dispositif d'indicateurs pour le pilotage des establissements secondaires francais (Implementation of a System of Indicators for the Steering of French Secondary Schools)" (Jean-Calude Emin); and (11) "Interpretation and Use of Education Indicators" (Erik Wallin). Each chapter contains references. (Contains 2 boxes, 17 figures, and 19 tables.) (SLD)
- Published
- 1995
20. Canadian Mathematics Education Study Group = Groupe Canadien d'etude en didactique des mathematiques. Proceedings of the 1994 Annual Meeting (Regina, Saskatchewan, Canada, June 3-7, 1994).
- Author
-
Canadian Mathematics Education Study Group. and Quigley, Martyn
- Abstract
These proceedings contain papers from the 1994 annual meeting of the Canadian Mathematics Education Study Group. Papers are divided into the following sections: (1) invited lectures; (2) working groups; (3) topic groups; (4) ad hoc groups; and (5) reports on ICMI (International Committee on Mathematical Instruction) studies. Papers include: (1) "Understanding = Doing + Seeing" (Anna Sfard); (2) "A Collegiate Mathematical Experience for Non-Science Majors" (Keith Devlin); (3) "Theories and Theorizing in Mathematics Education" (Thomas Kieren and Olive Chapman); (4) "Popularizing Mathematics" (Bernard Hodgson and Eric Muller); (5) "Preservice Teachers as Purposeful Learners: Issues of Enculturation" (George Gadanidis and Anita Losasso); (6) "Les didacticiens et les didacticiennes des mathematiques au Canada: Un portrait de famille" (Roberta Mura); (7) "A Look at Current Software Designed To Provide Different Representations of Functions" (Pat Lytle); (8) "Math in the Mall, the SFU (Simon Fraser University) Experience" (Malgorzata Dubiel); (9)"'Booking,' a Non-Traditional Approach to the Teaching of Mathematics in the Transition Years" (Gary Flewelling); (10) "Student-Teachers' Conceptions of Mathematics: What They Are and How They Are Formed" (R. Geoffrey Roulet); (11) "'Can We Follow What We Preach?' Teaching According to Constructivist Principles" (Uri Leron); (12) "Enacting a Chaos Theory Curriculum" (Judy Barnes); (13) "Mathematical Modelling" (Don Kapoor); (14) "Asian, American, and Albertan Mathematics Comparisons" (Sol Sigurdson); (15) "Conference on Gender and Mathematics Education" (Gila Hanna); and (16) "What Is Research in Mathematics Education and What Are Its Results?" (Anna Sierpinska). Appendices contain lists of participants and previous proceedings. (JRH)
- Published
- 1994
21. Canadian Mathematics Education Study Group = Groupe Canadien d'etude en didactique des mathematiques. Proceedings of the 1993 Annual Meeting (York, Ontario, Canada, May 28-June 1, 1993).
- Author
-
Canadian Mathematics Education Study Group. and Quigley, Martyn
- Abstract
These proceedings contain papers presented at the 1993 annual meeting of the Canadian Mathematics Education Study Group. Papers are presented in four sections: (1) invited lectures; (2) working groups; (3) topic groups; and (4) ad hoc groups. Papers include: (1) "What is a Square Root? A Study of Geometrical Representation in Different Mathematical Traditions" (George Gheverghese Joseph); (2) "Forging a Revised Theory of Intellectual Development: Piaget, Vygotsky and Beyond" (Jere Confrey); (3) "Research in Undergraduate Teaching and Learning in Mathematics" (Joel Hillel & Anna Sierpinska); (4) "New Ideas in Assessment" (David Robitaille, Cynthia Nicol, and Heather Kelleher); (5) "Computers in the Classroom: Mathematical and Social Implications" (Geoffrey Roulet and Lars Jansson); (6) "Gender and Mathematics" (Lesley Lee); (7) "Training Pre-Service Teachers for Creating Mathematical Communities in the Classroom" (LaDonna MacRae and Thomas Schroeder); (8) "Connected Knowledge in Prospective Secondary Mathematics Teachers" (Eric Wood); (9) "Narrative Inquiry in Mathematics Teacher Development" (Olive Chapman); (10) "Competences Spatiales Geometriques chez de Jeunes Quebecois du Nord (Inuit) et du Sud" (Richard Pallascio and Richard Allaire); (11) "Projet d'Auto-apprentissage Informatise" (Bernard Vanbrugghe); (12) "Teaching and Learning University Level Mathematics: Perspectives of a Mathematics Educator" (Mary L. Crowley); (13) "Windows and Mirrors: Metaphors for Computer Screens" (David Pimm); and (14) "Pre-Formal, Formal, and Formulaic Proving" (David Reid). Appendices contain lists of participants and previous proceedings. (JRH)
- Published
- 1994
22. Task Force on Distance Education and Technology: Final Report.
- Author
-
Manitoba Dept. of Education and Training, Winnipeg.
- Abstract
The Task Force on Distance Education and Technology was established in 1992 by the Manitoba Minister of Education and Training. Its mandate was to define the role of distance education programs and the types of technologies to be employed from kindergarten to postsecondary levels. Guiding considerations for the task force included the incorporation of technology into the educational system; the importance of a partnership approach; the importance of meeting the learning needs of all Manitobans; the need for a focus on community; the recognition of continued education reform; a commitment to high quality programs; the need to build upon successful ventures in distance education and technology; the recognition of the intrinsic qualities of technology; the implications of rapidly developing technologies; the significance of changes occurring in telecommunications infrastructure and policies; and the effect of government selection and purchasing of telecommunication services. This report presents recommendations for the following three rationales: (1) education must become client-centered for effective, community-based, lifelong learning to occur; (2) the community-based lifelong learning model requires that program selection, student support, and administrative control of distance education be local; and (3) the greatest necessity for the success of distance education and technology is the assembly of needed resources. Implementation strategies are also described. (TMK)
- Published
- 1993
23. Transforming Science and Technology: Our Future Depends on It. Volume 1 [and] Volume 2: Proceedings and Contributions to the International Gender and Science and Technology Conference (7th, Waterloo, Ontario, Canada, July 31-August 5, 1993) = Transformer les sciences et la technologie: notre avenir en depend. Volume 1 [and] Volume 2. Les soumissions a la septieme conference internationale sur l'equite des sexes en science et en technologie (du 31 juillet au 5 aout 1993).
- Author
-
Haggerty, Sharon and Holmes, Ann
- Abstract
This two-volume set of papers was produced for the seventh International Gender and Science and Technology (GASTA) Conference. Abstracts of all papers and other presentations have been translated and are published in both English and French. Papers are published in the language in which they were submitted (English or French). GASAT provides a forum for individuals and organizations concerned about the inclusion of girls and women in the world of science and technology, from early childhood to work environments. Volume 1 includes the contributions which are concerned with schooling, including early childhood and those related to the workplace. It contains 53 papers, 6 symposia, 16 roundtables, and 14 workshops representing innovating intervention projects, research findings, evaluative syntheses of interventions, and critical research reviews. Volume 2 contains 60 papers, 5 symposia, 3 roundtables, and 4 workshops representing innovating intervention projects, research findings, evaluative synthesis of interventions, and critical reviews for post-secondary education and living in a world community. (MKR)
- Published
- 1993
24. Acquisition des competences discursives dans un contexte plurilingue (Acquisition of Discourse Competencies in a Multilingual Context).
- Author
-
Neuchatel Univ. (Switzerland). Inst. de Linguistique. and Berthoud, Anne-Claude
- Abstract
This collection of articles on second language learning in a multilingual environment includes: "Franzosisch-Deutsch: Zweisprachiges Lernen au der Sekundarstufe 1" (French-German: Learning Two Languages at Secondary School, Level 1) (Otto Stern, Brigit Eriksson, Christine Le Pape, Hans Reutener, Cecilia Serra Oesch); "Das Projekt 'Zweitsprachunterricht im obligatorischen Schulsystem': Konzept, empirische Daten und erste Ergebnisse" (Second Language Learning in the Official School System) (Hansmartin Zimmermann, Iwar Werlen); "La pluralite des contextes et des langues: une approche interactionnelle de l'acquisition" (Multiplicity of Contexts and of Languages: An Interactional Approach to Acquisition) (Laurent Gajo, Petra Koch, Lorenza Mondada); "Apprentissage du francais en Suisse alemanique: des systemes educatifs aux situations extra-scolaires" (French Language Learning in German Switzerland: From Educational Systems to Out-of-School Situations) (Simona Pekarek, Victor Saudan, Georges Ludi); "Competences orthographiques et taches d'ecriture" (Orthographic Competence and Writing Tasks) (Linda Allal, Laurence Rieben, Yviane Rouiller); "Description and Assessment of Foreign Language Learning Proficiency in the Swiss Educational System" (Brian North); and "A propos des methodes communicatives: la transposition didactique en FLS" (A Propos of Communicative Methods: Instructional Transposition in French as a Second Language) (Itziar Plazaola Giger). Individual papers contain references. (MSE)
- Published
- 1996
25. Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education with the North American Chapter 12th PME-NA Conference (14th, Mexico, July 15-20, 1990), Volume 3.
- Author
-
International Group for the Psychology of Mathematics Education., Booker, George, Cobb, Paul, and de Mendicuti, Teresa N.
- Abstract
This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) contains the following research papers: "The Construct Theory of Rational Numbers: Toward a Semantic Analysis" (M. Behr & G. Harel); "Reflections on Dealing: An Analysis of One Child's Interpretations" (G. Davis); "About Intuitional Knowledge of Density in Elementary School" (J. Gimenez); "Understanding the Multiplicative Structure: Concepts at the Undergraduate Level" (G. Harel & M. Behr); "A Contextual Approach to the Teaching and Learning of Mathematics: Outlining a Teaching Strategy that Makes Use of Pupil's Real World Experiences and Strategies, and the Results of the First Teaching Experiment of Project" (T.O. Keranto); "On Children's Mathematics Informal Method" (F.L. Lin & L.R. Booth); "A Case Study of the Role of Unitizing Operations with Natural Numbers in the Conceptualization of Fractions" (A. Ludlow); "Constructing Fractions in Computer Microworlds" (J. Olive & L.P. Steffe); "Proportional Reasoning: From Shopping to Kitchens, Laboratories, and Hopefully, Schools" (A.D. Schliemann & V.P. Magalhaes); "The Fraction Concept in Comprehensive School at Grade Levels 3-6 in Finland" (T. Strang); "Critical Decisions in the Generalization Process: A Methodology for Researching Pupil Collaboration in Computer and Non Computer Environments" (L. Healy, C. Hoyles, & R.J. Sutherland); "'Scaffolding' a Crutch or a Support for Pupils' Sense-Making in Learning Mathematics" (B. Jaworski); "The Role of Mathematical Knowledge in Children's Understanding of Geographical Concepts" (R.G. Kaplan); "Speaking Mathematically in Bilingual Classrooms: An Exploratory Study of Teacher Discourse" (L.L. Khisty, D.B. McLeod, & K. Bertilson); "The Emergence of Mathematical Argumentation in the Small Group Interaction of Second Graders" (G. Krummheuer & E. Yackel); "Potential Mathematics Learning Opportunities in Grade Three Class Discussions" (J.J. Lo, G.H. Wheatley, & A.C. Smith); "Certain Metonymic Aspects of Mathematical Discourse" (D.J. Pimm); "Inverse Relations: The Case of the Quantity of Matter" (R. Stavv & T. Rager); "The Development of Mathematical Discussion" (T. Wood); "Estrategias y Argumentos en el Estudio Descriptivo de la Asociacion Usando Microordenadores" (J.D. Godino, C. Batanero, & A.E. Castro); "Computerized Tools and the Process of Modeling" (C. Hancock & J. Kaput); "Examples of Incorrect Use of Analogy in Word Problems" (L. Bazzini); "Children's Pre-concept of Multiplication: Procedural Understanding" (C. Beattys, N. Herscovics, & N. Nantais); "The Kindergartners' Knowledge of Numerals" (J.C. Bergeron); "An Analysis of the Value and Limitations of Mathematical Representations Used by Teachers and Young Children" (G.M. Bouton-Lewis & G.S. Halford); "A Study on the Development of Second-Graders' Ability in Solving Two-Step Problems" (F. Cao); "Understanding the Division Algorithm from New Perspectives" (D.W. Carraher); "Negative Numbers Without the Minus Sign" (T.N. Carraher); "Learning Difficulties Behind the Notion of Absolute Value" (I. Chiarugi, G. Fracassina, & F. Furinghetti); "Le Role de la Representation dans la Resolution des Problemes Additifs" (R.F. Damm); "Using a Computerized Tool to Promote Students''Number Sense' and Problem Solving Strategies" (N. Hativa, V. Bill, S. Hershkovitz, & I. Machmandrow); "Children's Understanding of Compensation, Addition and Subtraction in Part/Whole Relationships" (K.C. Irwin); "Factors Affecting Children's Strategies and Success in Estimation" (C. Morgan); "Assessment in Primary Mathematics: The Effects of Item Readability" (J.A. Mousley); "Social Sense-Making in Mathematics: Children's Ideas of Negative Numbers" (S. Mukhopadhyay, L. B. Resnick, & L. Schauble); "Children's Pre-Concept of Multiplication: Logico Physical Abstraction" (N. Nantais & N. Herscovics); "Building on Young Children's Informal Arithmetical Knowledge" (A.I. Oliver, A. Murray, & P. Human); "From Protoquantities to Number Sense" (L.B. Resnick, S. Lesgold, & V. Bill); "Prospective Elementary Teachers' Knowledge of Division" (M.A. Simon); "Relative and Absolute Error in Computational Estimation" (J. Sowder, L. Sowder, & Z. Markovits); "A Child Generated Multiplying Scheme" (L. Steffe); and "Salient Aspects of Experience with Concrete Manipulatives" (P. Thompson & A.G. Thompson). Includes a listing of author addresses. (MKR)
- Published
- 1990
26. Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education with the North American Chapter 12th PME-NA Conference (14th, Mexico, July 15-20, 1990), Volume 2.
- Author
-
International Group for the Psychology of Mathematics Education., Booker, George, Cobb, Paul, and de Mendicuti, Teresa N.
- Abstract
This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "Children's Connections among Representations of Mathematical Ideas" (A. Alston & C.A. Maher); "Algebraic Syntax Errors: A Study with Secondary School Children" (A. Avila, F. Garcia, & T. Rojano); "The Development of Conceptual Structure as a Problem Solving Activity" (V. Cifarelli); "From Arithmetic to Algebra: Negotiating a Jump in the Learning Process" (A. Cortes, N. Kavafian, & G. Vergnaud); "Continuous Analysis of One Year of Science Students' Work in Linear Algebra, in First Year French University" (J.L. Dorier); "Avoidance and Acknowledgement of Negative Numbers in the Context of Linear Equations" (A. Gallardo);"Introducing Algebra: A Functional Approach in a Computer Environment" (M. Garancon, C. Kieran, & A. Boileau); "LOGO, to Teach the Concept of Function" (D. Guin & I.G. Retamal); "The Concept of Function: Continuity Image versus Discontinuity Image: Computer Experience" (F. Hitt); "Acquisition of Algebraic Grammar" (D. Kirshner); "Embedded Figures and Structures of Algebraic Expressions" (L. Linchevski & S. Vinner); "A Framework for Understanding What Algebraic Thinking Is" (R.L. Lins); "Developing Knowledge of Functions through Manipulation of a Physical Device" (L. de Lemos Meira); "Students' Interpretations of Linear Equations and Their Graphs" (J. Moschkovich); "An Experience to Improve Pupil's Performance in Inverse Problems" (A. Pesci); "Algebra Word Problems: A Numerical Approach for Its Resolution: A Teaching Experiment in the Classroom" (G. Rubio); "Children's Writing about the Idea of Variable in the Context of a Formula" (H. Sakonidis & J. Bliss); "Observations on the 'Reversal Error' in Algebra Tasks" (F. Seeger); "Generalization Process in Elementary Algebra: Interpretation and Symbolization" (S.U. Legovich); "Effects of Teaching Methods on Mathematical Abilities of Students in Secondary Education Compared by Means of a Transfer Test" (J. Meijer); "On Long Term Development of Some General Skills in Problem Solving: A Longitudinal Comparative Study" (P. Boero); "Cognitive Dissonance versus Success as the Basis for Meaningful Mathematical Learning" (N.F. Ellerton & M.A. Clements); "Time and Hypothetical Reasoning in Problem Solving" (P.L. Ferrari); "The Interplay between Student Behaviors and the Mathematical Structure of Problem Situations: Issues and Examples" (R. Herschkowitz & A. Arcavi); "Paradigm of Open-Approach Method in the Mathematics Classroom Activities: Focus on Mathematical Problem Solving" (N. Nohda); "Reflexions sur le Role du Maitre dans les Situations Didactiques a Partir du Cas de l'Enseignement a des Eleves en Difficulte" (M.J.P. Glorian); "Diagnosis and Response in Teaching Transformation Geometry" (A. Bell & D. Birks); "Children's Recognition of Right Angled Triangles in Unlearned Positions" (M. Cooper & K. Krainer); "The Role of Microworlds in the Construction of Conceptual Entities" (L.D. Edwards); "The Cognitive Challenge Involved in Escher's Potato Stamps Microworld" (R. Hadass); "Study of the Degree of Acquisition of the Van Hiele Levels by Secondary School Students" (A. Jaime & A. Gutierez); "Spatial Concepts in the Kalahari" (H. Lea); "Integrating LOGO in the Regular Maths Curriculum: A Developmental Risk or Opportunity?" (T. Lemerise); "Young Children Solving Spatial Problems" (H. Mansfield & J. Scott); "The Role of Format in Students' Achievement of Proof" (W.G. Martin); "L'influence des Aspects Figuratifs dans le Raisonnment des Eleves en Geometrie" (A. Mesquita); "Children's Understanding of Congruence According to the Van Hiele Model of Thinking" (L. Nasser); "Prospective Primary Teachers' Conceptions of Area" (C. Tierney, C. Boyd, & G. Davis); "Probability Concepts and Generative Learning Theory" (O. Bjorkqvist); "Some Considerations on the Learning of Probability" (A.M.O. Salazar); "Gambling and Ethnomathematics in Australia" (R. Peard); "Mathematization Project in Class as a Collective Higher Order Learning Process" (H.G. Steiner). Also includes a listing of author addresses. (MKR)
- Published
- 1990
27. Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education with the North American Chapter 12th PME-NA Conference (14th, Mexico, July 15-20, 1990), Volume 1.
- Author
-
International Group for the Psychology of Mathematics Education., Booker, George, Cobb, Paul, and de Mendicuti, Teresa N.
- Abstract
This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following papers: "The Knowledge of Cats: Epistemological Foundations of Mathematics Education" (R.B. Davis) and "PME Algebra Research: A Working Perspective" (E. Filloy); "Some Misconceptions in Calculus: Anecdotes or the Tip of an Iceberg?" (M. Amit & S. Vinner); "Difficultes Cognitives et Didactiques dans la Construction de Relations entre Cadre Algebrique et Cadre Graphique" (M. Artigue); "Unbalance and Recovery: Categories Related to the Appropriation of a Basis of Meaning Pertaining to the Domain of Physical Thinking" (R. Cantoral); "On Difficulties with Diagrams: Theoretical Issues" (T. Dreyfus & T. Eisenberg); "The Two Faces of the Inverse Function: Prospective Teachers' Use of 'Undoing'" (R. Even); "Intuitive Processes, Mental Image, and Analytical and Graphic Representations of the Stationary State: A Case Study" (R.M. Farfan & F. Hitt); "The Role of Conceptual Entities in Learning Mathematical Concepts at the Undergraduate Level" (G. Harel & J. Kaput); "Mathematical Concept of Formation in the Individual" (L. Lindenskov); "Pupils' Interpretations of the Limit Concept: A Comparison Study between Greeks and English" (J. Mamona-Downs); "Infinity in Mathematics as a Scientific Subject for Cognitive Psychology" (R.N. Errazuriz); "Organizations Deductives et Demonstration" (L. Radford); "The Teaching Experiment 'Heuristic Mathematics Education'" (A. Van Streun); "The Understanding of Limit: Three Perspectives" (S.R. Williams);"Self Control in Analyzing Problem Solving Strategies" (G. Becker); "Influences of Teacher Cognitive/Conceptual Levels on Problem-Solving Instruction" (B.J. Dougherty); "Can Teachers Evaluate Problem Solving Ability?" (F.O. Flener & J. Reedy); "Teacher Conceptions about Problem Solving and Problem Solving Instruction" (D.A. Grouws, T.A. Good, & B.J. Dougherty); "Math Teachers and Gender Differences in Math Achievement, Math Participation and Attitudes Towards Math" (H. Kuyper & M.P.C. van der Werf); "Teaching Students to be Reflective: A Study of Two Grade Seven Classes" (F.F. Lester & D.L. Kroll); "Students' Affective Responses to Non-Routine Mathematical Problems: An Empirical Study" (D.B. McLeod, C. Craviotto, & M. Ortega); "Accommodating Curriculum Change in Mathematics: Teachers' Dilemmas" (R. Nolder); "Teachers' Characteristics and Attitudes as Mediating Variables in Computer-Based Mathematics Learning" (R. Noss, C. Hoyles, & R. Sutherland); "Teachers' Perceived Roles of the Computer in Mathematics Education" (J. Ponte); "Mathematics Process as Mathematics Content: A Course for Teachers" (D. Schifter); "Psychological/Philosophical Aspects of Mathematical Activity: Does Theory Influence Practice?" (R. Scott-Hodgetts & S. Lerman); "A Web of Beliefs: Learning to Teach in an Environment with Conflicting Messages" (R.G. Underhill). Includes 27 poster presentation abstracts and a listing of author addresses. (MKR)
- Published
- 1990
28. Education Price Index, Elementary-Secondary Level.
- Author
-
Statistics Canada, Ottawa (Ontario). Education, Science, and Culture Div. and Dupuis, Y.
- Abstract
This paper explains the education price index formulated in 1979 for Canada. It defines a price index as a statistical measure designed to show changes in the price of a commodity or a set of commodities with respect to time. The index calculated for the project covers salaries and wages, instructional supplies, school facilities, supplies and services, and fees and contractual services. The paper explains that the major purpose of the education price index is to enable the identification of the real level of resources going to public school systems after adjustment for inflation. Appended to the paper are a brief introduction to the index in both French and English together with preliminary data covering 1973 to 1978. (Author/JM)
- Published
- 1979
29. Franco-Ontarian Elementary and Secondary Education [L'Education Franco-Ontarienne aux Niveaux Elementaire et Secondaire].
- Author
-
Commission on Declining School Enrolments in Ontario, Toronto., Dixon, R. T., and Lecuyer, Andre
- Abstract
The Franco-Ontarian curriculum was greatly strengthened in Ontario's elementary and secondary schools in the 1960s. However, these gains are now threatened by declining enrollment, assimilation in the home, economic pressures, population displacement, lack of accessible French institutions of higher education, and exogamy. Responses to a questionnaire sent to all school boards in the province reveal that Franco-Ontarian students do not enjoy the same broad course offerings as their anglophone counterparts and, where francophone students form a majority, they are often integrated with anglophone students and forced to study in English. This paper urges that declining enrollment not be used as a pretext for retrenchment in French education. The comprehensive recommendations are aimed at strengthening and preserving Ontario's French culture and curriculum. Charts, maps, and a copy of the questionnaire with analysis are appended. (Author/WD)
- Published
- 1978
30. The Role of Information and Research in Educational Decision-Making: Some Questions. Le Role De L'Information Et De La Recherche Dans La Prise De Decisions En Matiere D'Education: Quelques Questions.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Paris (France).
- Abstract
This paper, one of a series of Unesco technical information reports, looks at the educational decision makers in developing nations and examines their access to and use of information and research results. Written in English and in French, the paper consists of five parts. Part one discusses problems encountered by educational policy-makers and planners in obtaining and utilizing information relevant to educational development and change. The paper proposes and describes four models that will help educational planners select and analyze information from different sectors of the economy. The second part of the paper looks at mechanisms at the national, regional, and international levels that could facilitate the dialogue between producers of educational development information and decision makers. Some findings indicate that libraries, meetings and conventions, and other formal channels for dissemination of information are not as effective as nonspecialized publications such as newspapers and weekly news magazines. Part three discusses the role of the international community concerning information networking. The final section of the paper examines the possible role of Unesco in identifying and filling existing gaps in the diffusion and utilization of information in educational policy, planning, and management. (Author/RM)
- Published
- 1977
31. The Impact of Technology on Society and Education: A Comparative Perspective. Proceedings of the Congress of the Comparative Education Society in Europe (12th, Antwerp, Belgium, July 1-5, 1985).
- Author
-
Comparative Education Society in Europe, London (England)., Van daele, Henk, and Vansteenkiste, Marc
- Abstract
This selection of the papers presented at a conference includes 6 introductory papers, 32 papers dealing with innovations and experiences in the authors' own countries, and reports from 6 working groups. These working groups addressed the six key topic areas of the conference: (1) relationships between new technologies and labor relations and their impact on the labor market, education, and schooling; (2) new technologies in the learning process; (3) technology's impact on relationships between general education and education for careers; (4) technological demands upon recurrent education, adult education, and non-formal education; (5) technological developments and their impact on education in the Third World; and (6) the impact of technological developments on both initial and inservice teacher education and training. The majority of the papers are in English, although six are in French and one is in German. (RP)
- Published
- 1986
32. Time To Change Drivers for Scientific Literacy.
- Author
-
Fensham, Peter J.
- Abstract
Describes the history of science and its purposes in school curriculum, and the reform movements in science education. Explains confusion of "literacy" and "literate" and the use of mass media as a major source for scientific literacy. Discusses science for all and science for possible future scientists. (Contains 41 references.) (Author/YDS)
- Published
- 2002
33. New Drivers for New Science Education Highways.
- Author
-
Duschl, Richard A.
- Abstract
Comments on new ideas being charted by new scientists and new science educators. Discusses two directions and examines who the scientists working in science education and the science educators are. Describes the disciplines, scholars, and scientists studying the structures and processes of knowledge growth and development in individuals and among communities of learners. (Contains 12 references.) (Author/YDS)
- Published
- 2002
34. Taking Science Education Beyond Schooling.
- Author
-
Roth, Wolff-Michael
- Abstract
Alternatives to traditional science education will remain as limited as their predecessors unless the very structures of schooling are called into question. Alternatives cannot be designed at the drawing board by theoreticians but must be grounded in praxis, thereby providing concrete trajectories along which science education can actually change. (Contains 26 references.) (Author/YDS)
- Published
- 2002
35. Supporting Change, But Also Contributing to the Problem!
- Author
-
Treagust, David F.
- Abstract
Comments on Fensham's suggestion for a change of driver for developing new curricula in school science. Discusses the support needed for a curriculum driven by societal experts, unintentional contributions to the existing problem, and a personal research agenda. (Author/YDS)
- Published
- 2002
36. Changes to Science Education: Where Next?
- Author
-
Solomon, Joan
- Abstract
Comments on Fensham's (2002) argument that it is "time to change drivers for science literacy". Explains the science, technology, and society (STS) movement which has been a candidate for remodeling the curriculum to achieve universal scientific literacy. Makes a plea for teaching students how to find out about the science underlying current ethical and social issues. (Contains 15 references.) (Author/YDS)
- Published
- 2002
37. More Questions Than Answers.
- Author
-
Brickhouse, Nancy W.
- Abstract
Comments on the article 'Time to Change Drivers for Science Literacy' by Peter Fensham and addresses two issues: (1) Why is reforming the science curriculum so hard?; and (2) What are the potential possibilities of and problems with Fensham's reform proposal? (Contains 12 references.) (Author/YDS)
- Published
- 2002
38. Children, Schools, and Poverty = L'enfance, l'ecole, et la pauvrete.
- Author
-
Canadian Teachers' Federation, Ottawa (Ontario). and Hess, Melanie
- Abstract
This monograph (in both English and French) examines the impact of poverty on children, with particular reference to the situation of poor children in Canadian elementary and secondary schools. Section 1 briefly introduces the topics of education and poverty. The link between poverty and children's physical and mental health and educational attainment is examined in Section 2. Section 3 discusses problems poor children experience in relation to school. These include hunger; inadequate child care; low self-esteem, motivation, expectations, and achievement; delayed cognitive development; interrupted school attendance; and illiteracy. Section 4 suggests that aspects of the home environment and school experience explain the poor school performance of children from low-income families. Section 5 profiles intervention programs that attempt to redress the problems experienced by poor children in school. These programs include: (1) school-based, and combined school- and home-based, interventions; (2) compensatory education in preschool and elementary grades; and (3) interventions that address literacy, school-to-work transition, and the situation of school dropouts. Several authors' opinions on equality of educational opportunity are presented in Section 6. Conclusions are listed in Section 7. Appended materials include a series of tables presenting data on poverty in Canada; a 44-item reference list; and the Canadian Teachers' Federation's policy on children and poverty. (BC)
- Published
- 1989
39. Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, l.
- Author
-
Centre for Experimental Educational Research, Ghent (Belgium). and Verbist, R.
- Abstract
This journal of educational research contains five papers written by a group of international authors. The first is a study of change in professional attitudes of student teachers that investigated the nature and extent of the change in their professional attitudes, and compared sex differences. The second paper is a technical examination of the predictive powers of stepwise multiple regression as a tool for estimating the degree of success that can be expected of students in collegiate vocational programs. The third paper is a study in which second grade students were given the reward of time off with games and books for remaining in their seats. The number of teacher reprimands was compared in each case. The fourth paper describes a model of social and individual change which relates to teacher training in the consideration of educational objectives, diagnosis of and alteration of the situation, and resulting feedback. The fifth paper is a study of whether an informal sequential program of experiences in a school setting is more effective than in the home setting in fostering the development of prenumber concepts. A chronicle of current research projects and information concerning the World Association for Educational Research are appended. (JN)
- Published
- 1978
40. Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, 2.
- Author
-
Centre for Experimental Educational Research, Ghent (Belgium). and Verbist, R.
- Abstract
This journal of educational research contains five papers written by international authors. The initial paper presents the evaluation of a French immersion program for students from the second through the fourth grade in Toronto. The aim of the second paper, written in French with an English summary, was to find the attitude dimensions of French Canadian primary school teachers and to discover the contents of those dimensions. The third paper, also in French, describes an experiment of computer assisted instruction for diabetic, insulin dependent patients. The fourth paper identifies problems experienced by first year university students of various ethnic backgrounds at the University of Fort Hare, South Africa. The final paper investigates relationships among locus of control, difficulties with social groups, and psycho-social difficulties in social situations. Current educational research being done by various international educators is chronicled, and information about current events of the World Association for Educational Research is presented. (JN)
- Published
- 1978
41. The Role of France, Quebec and Belgium in the Revival of French in Louisiana Schools.
- Author
-
Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism. and Gold, Gerald L.
- Abstract
The Council for the Development of French in Louisiana, as part of its effort to revive French in Louisiana schools, arranged for a number of teachers from Belgium, France, and Quebec to assume teaching positions in that state. This report describes the experiences and attitudes of those teachers. Attitudes toward language maintenance, and specifically toward the issue of standard French versus Cajun, were varied and to some extent correlated with the teacher's country of origin. The adaptability of the teachers and the interplay between common linguistic heritage on the one hand and cultural differences on the other are central concerns of the report. A narrative of personal experience, in French, by one of the teachers involved is included. (JB)
- Published
- 1980
42. Education and Regional Development (L'Enseignement et le Developpment Regional). Technical Reports, Volume II.
- Author
-
Organisation for Economic Cooperation and Development, Paris (France).
- Abstract
Regional aspects of educational policies are discussed as they relate to member nations of the Organization for Economic Cooperation and Development (OECD). The document contains 12 technical reports which were presented at OECD meeting of national education experts in 1977. The document is presented in four sections. Section I discusses regional development strategies. Four papers focus on the Tennessee Valley Authority, educational participation in the Albury-Wodonga region of Australia, political influences in regional educational development in France, and educational trends in Swiss mountain areas. Section II examines the role of education in regional economic and cultural development. Case studies upon which reports are based include Appalachia, the United Kingdom (Coventry and the West Midlands), and France. Section III discusses regional disparities in education based on educational planning in Sweden and trends in higher education in Finland. The final section examines planning and organizational issues. Papers focus on decentralization of educational decision making in Norway, regional autonomy in educational matters in Yugoslavia, and regionalization of education in Italy. For each report, a separate table of contents and a summary are presented. (DB)
- Published
- 1979
43. The Science Education of Women in Canada: A Statement of Concern = Les femmes et l'enseignement des sciences au Canada: Declaration.
- Author
-
Science Council of Canada, Ottawa (Ontario).
- Abstract
Since fewer girls than boys study science and mathematics in Canadian schools and no immediate change in this pattern is apparent in the near future, the science education of women will be one of the issues examined by a study of science education in Canada to be conducted by the Science Council of Canada. Identified in this brief statement are several reasons why the Council considers the absence of women in science classes an important issue: results in an absence of women in professional science, impacts on women's equality, affects daily decision making skills, deprives Canada of valuable personnel for the labor market, and increases future risk of unemployment for women. (DC)
- Published
- 1982
44. Adaptation and Integration of Permanent Immigrants Seminar (4th, Geneva, Switzerland, May 8-11, 1979).
- Author
-
Intergovernmental Committee for European Migration, Geneva (Switzerland).
- Abstract
This document contains working papers prepared for a seminar on Adaptation and Integration of Permanent Immigrants, along with general and specific recommendations formulated by seminar participants. Conclusions and recommendations from each paper are presented in English, French, and Spanish; the conference papers themselves are presented only in English and are as follows: "The Situation of Children of Migrants and their Adaptation and Integration in the Host Country, and their Situation in the Country of Origin" (W.A. Dumon); "Education of Migrant Children, Including Guidance and Language Training" (G. Falcki); "Sociopsychological Problems of Migrants' Children and Cultural Conflicts" (A. Eppink); "Problems Concerning Clandestine Migrant Children" (G. Rochcau); The Situation of Migrant and Refugee Children in Relation to the United Nations Declaration of the Rights of the Child" (E. Underhill); "Resettlement in the United States of Unattached and Unaccompanied Indochinese Refugee Minors (1975-78) by Lutheran Immigration and Refugee Service" (I. Walther); "Consultative Participation and the Role of Immigrants' Associations in Relation to the Country of Origin and the Host Country" (M.C. Castro Almeida); "The Migrant's Participation in the Political Life of his Country of Origin in the Context of his Integration" (J. Cases Mendez); "Participation of Migrants in the Political Life of their Country of Origin in the Context of their Adaptation (with Special Consideration of the Situation in Turkey)" (H. Pekin); "The Preservation of Immigrant Cultures" (D. Storer); and "Preservation of the Immigrants' Culture and Sharing of Cultural Values" (I.K. Lindenmayer). The document ends with a list of all information documents submitted by governments and international organizations, and a list of participants. (RDN)
- Published
- 1979
45. Psychology of Mathematics Education. Proceedings of the Fifth Conference of the Internationsl Group. Volumes 1 and 2.
- Author
-
Comiti, Claude
- Abstract
This document is divided into two major sections. The first part consists of approximately 60 papers which were presented at the fifth conference of the International Group on the Psychology of Mathematics Education, which was held in Grenoble, France, in July 1981. The papers are categorized into the following major themes: (1) number construction, addition and subtraction, decimals, and geometry in the primary school; (2) proportion and product, algebra, function, and rational numbers in secondary school; (3) problem solution and memory, stages and categories of mathematical thought, logic and representation, and methodological problems; and (4) university teaching, attitude and anxiety, bilingualism, and teacher training. The second part consists primarily of the texts of four plenary lectures which served to outline the main international research orientations. Appended are several papers which missed initial inclusion in the first portion of the document. (MP)
- Published
- 1981
46. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (5th, Montreal, Quebec, Canada, September 29-October 1, 1983). Volumes 1 and 2.
- Author
-
International Group for the Psychology of Mathematics Education. North American Chapter., Bergeron, Jacques C., and Herscovics, Nicolas
- Abstract
The theme of the meeting reported in this document was "Research in Mathematics Education from an Epistemological Perspective." In addition to the plenary session and reaction papers the conference proceedings contain papers grouped under the headings: (1) algebra; (2) computers and mathematics education; (3) early arithmetic (K-3); (4) geometry and spatial representation; (5) mathematical abilities; (6) pedagogical problems in the teaching of mathematics at the university level; (7) philosophy and perception of mathematics; (8) problem solving; (9) teacher training; (10) understanding, construction of meaning, cognitive levels, diagnosis; and (11) upper elementary and junior high school. The texts of the two plenary sessions and the two reaction papers appear in both English and French. In addition all English presentations offer a French abstract and vice versa. (PK)
- Published
- 1983
47. Systematic Co-Operation between Theory and Practice in Mathematics Education. Mini-Conference at ICME 5. Topic Area Research and Teaching (Adelaide, Australia, August 25-29, 1984).
- Author
-
Royal Danish School of Educational Studies, Copenhagen (Denmark). Dept. of Mathematics. and Christiansen, Bent
- Abstract
A miniconference (consisting of four 60-minute sessions) was organized to contribute to the exploration of frames, forms, and contents of systematic cooperation and interaction between the researcher and teacher in the classroom. These proceedings of the conference include descriptions of the organization, purpose, and background of the conference, abstracts of presentations of six case studies, and a statement of some major questions which were presented for discussion at the concluding panel debate. The document contains five invited papers: (1) "Clinical Interviews Emmbedded in the 'Philosophy of Teaching Units'-A Means of Developing Teachers' Attitudes and Skills" (Erich C. Wittmann); (2) "Developmental Research on Paper and in Action" (Piet Verstappen); (3) "Working with Teachers to Implement a Problem Solving Approach with Pupils Aged 9-13 Years" (Leone Burton); (4) "Research and Teacher Training: Co-operative Development of Teaching Materials for Stochastics in Grades 5/6" (Gerd von Harten); and (5) "L'Enseignement de l'Enumeration: Etude de deux problemes pratiques et fondamentaux dans le cadre de la theorie des situations et du contrat didactique" (Guy Brousseau). The final part of the report contains the concluding plenary debate on the systematic cooperation between theory and practice in mathematics education. (JN)
- Published
- 1985
48. International Symposium of Music Education for the Handicapped: Complete Proceedings (2nd, Provo, Utah, August, 1981).
- Author
-
Pratt, Rosalie Rebollo
- Abstract
The text presents proceedings from an international conference on music education for handicapped persons. Eighteen papers are presented, along with summaries of clinics on such topics as music with autistic and emotionally disturbed children, music and learning disabled children, musical potential of the hearing impaired, and a multimedia strategy for developing rhythm and tonal competence. Papers address such topics as the arts in special education, current research on musical rhythm, music education and language arts, music as a tool for social acceptance, mainstreaming in music, responsive listening, transfer effects of music, development of linguistic auditory memory patterns, and music education and therapy with mentally handicapped adults. Papers are given in both English and French. (CL)
- Published
- 1983
49. Young Adults' Messages to Educators = Messages des jeunes adults aux educateurs.
- Author
-
Jang, David, Chantal, Nathalie, Askew, Cory, Bear, Janet, Robichaud, Pascal, Chung, Quan, and Wysynski, Duane
- Abstract
Young adults offer advice to Canadian educators (in English and French) to help them improve the education system for students today. Seven diverse young men and women reflect on their school experiences and discuss encouraging students to develop leadership skills, improving teacher/student relationships, listening to students, and exposing youth to the vast variety of career choices available today. (CDS)
- Published
- 1999
50. Malnutrition, School Feeding and Educational Performance. Notes, Comments...No. 186 = Malnutrition, alimentation scolaire et resultats educatifs.
- Author
-
United Nations Children's Fund, Paris (France)., United Nations, New York, NY. World Food Programme., United Nations Educational, Scientific, and Cultural Organization, Paris (France)., and Levinger, Beryl
- Abstract
Studies reviewed in this paper analyze the relationship between School Feeding Programme (SFP) participation and cognitive development in both developing and industralized countries. Contents concern: (1) the relationship betweeen diet and cognitive development; (2) limitations of intelligence quotient tests and the need for more adequate instruments; (3) school feeding programs and the socioeconomic backgrounds of students; and (4) long-term behavioral effects. In summary, findings fail to provide a strong basis for any policy decision regarding the relationship between SFP participation and cognitive development in malnourished children. Studies are inadequate due to lack of methodological rigor. The investigations, however, do highlight the need for additional research into the relationship between SFPs and cognitive development. Some recommendations for further research are offered. (RH)
- Published
- 1989
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