Journal articles: 'Open schooling'

1

Howaard, Jay, and Rob Mataheru. "Open Schooling in the Netherlands." Open Schools Journal for Open Science 1, no. 3 (May 20, 2019): 42. http://dx.doi.org/10.12681/osj.20430.

Full text

Abstract:

Here in the Netherlands the main idea about education has been to lock students up in schools and feed them with a lot of information. This has proven to be good method for achieving good exam results, however, students are lacking experience with society. That is why more and more schools are trying to become an open school – a school which seeks connection with the society. There are a lot of ways for schools to interact with society, in this case we will be looking at how two schools, one primary (De Verwondering in Monnickendam) and one secondary (Pieter Groen College in Katwijk), do just that.

APA, Harvard, Vancouver, ISO, and other styles

2

Andrade, Chittaranjan. "The National Institute of Open Schooling." Indian Journal of Psychiatry 50, no. 3 (2008): 227. http://dx.doi.org/10.4103/0019-5545.43618.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Gaba, Ashok K. "Open schooling in India: development and effectiveness." Open Learning: The Journal of Open, Distance and e-Learning 12, no. 3 (November 1997): 43–49. http://dx.doi.org/10.1080/0268051970120306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Kumar, Yogesh. "Research Areas in Open Schooling: A NIOS Perspective." International Journal for Research in Applied Science and Engineering Technology 6, no. 5 (May 31, 2018): 2271–75. http://dx.doi.org/10.22214/ijraset.2018.5370.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Wushishi, Aminu Aliyu. "Anticipated Barriers to Open Schooling System in Nigeria." International Journal of Education and Literacy Studies 2, no. 2 (June 10, 2014): 85–89. http://dx.doi.org/10.7575/aiac.ijels.v.2n.2p.85.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Okada, Alexandra, Luziana Quadros da Rosa, and Márcio Vieira de Souza. "Open schooling with inquiry maps in network education: supporting Responsible Research and Innovation (RRI) and fun in learning." Revista Exitus 10 (July 30, 2020): e020053. http://dx.doi.org/10.24065/2237-9460.2020v10n1id1219.

Full text

Abstract:

This article discusses the open schooling approach which has been promoted by the European Commission for preparing learners in cooperation with partners to develop real-world issue projects and shape a desirable future together. This approach is designed to engage all participants with RRI - Responsible Research and Innovation (EC, 2015). The objective of RRI is to align research and innovation with societal needs and sustainable development goals (UNESCO, 2015) through the interaction of researchers with society. Open schooling for RRI is considered an interactive approach to help youth develop knowledge, skills, attitude and values for the 21st century. This study presents some contributions of using inquiry mapping (OKADA, 2006) as a participatory research-action method to engage multi-partners in an open network. This exploratory study supported by a set of examples from the literature provides recommendations for developing inquiry-maps for open schooling in network projects and facilitates fun in learning.

APA, Harvard, Vancouver, ISO, and other styles

7

Sharma, Ramesh Chander. "Perspectives on distance education: Open schooling in the 21st century." International Review of Research in Open and Distributed Learning 11, no. 2 (May 27, 2010): 97. http://dx.doi.org/10.19173/irrodl.v11i2.852.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Tagoe, Michael A. "Making Real the Dream of Education for All Through Open Schooling and Open Universities in Ghana." SAGE Open 4, no. 4 (December 8, 2014): 215824401455902. http://dx.doi.org/10.1177/2158244014559022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Chavajay, Pablo. "How Mayan mothers with different amounts of schooling organize a problem-solving discussion with children." International Journal of Behavioral Development 30, no. 4 (July 2006): 371–82. http://dx.doi.org/10.1177/0165025406066744.

Full text

Abstract:

This study investigated how two groups of Guatemalan Mayan mothers varying in schooling experience organized children’s participation in a problem-solving discussion. Twenty-eight foursomes of mothers and three children (ages 6-12 years) were videotaped discussing how to solve the shortage of drinking water in their town. Mayan mothers with no or very little schooling (0-2 grades) more often facilitated children’s verbal contributions through open invitations without assigning particular children to respond, whereas Mayan mothers with greater schooling experience (12 or more grades) more often structured children’s contributions through individual turn taking and test questions. These observed differences in mothers’ structuring of children’s participation may be associated with how western schooling and other practices associated with modernization are affecting the cultural practices of a Mayan community that is becoming increasingly more modernized.

APA, Harvard, Vancouver, ISO, and other styles

10

Kunst, Sander, Theresa Kuhn, and Herman G. van de Werfhorst. "Does education decrease Euroscepticism? A regression discontinuity design using compulsory schooling reforms in four European countries." European Union Politics 21, no. 1 (October 8, 2019): 24–42. http://dx.doi.org/10.1177/1465116519877972.

Full text

Abstract:

Previous research shows a strong and consistent relationship between educational attainment and Euroscepticism. As a result, education is considered to be a powerful predictor of attitudes towards European integration. However, these findings are predominantly found using cross-sectional research designs, therefore leaving open the possibility of strong selection effects due to pre-adult experiences and dispositions which both explain educational attainment and political attitudes. To test whether schooling causally reduces Euroscepticism, this article combines data on the compulsory schooling age with seven rounds of pooled European Social Survey data (2002–2014). Using compulsory schooling reforms within a ‘fuzzy’ regression discontinuity design, the results indicate no conclusive effect of education on Euroscepticism, questioning the impact of additional schooling. Consequently, this study provides a novel insight into the much-debated divide in support for European integration between lower and higher educated.

APA, Harvard, Vancouver, ISO, and other styles

11

Paliwal, Deepak. "Reaching the unreached through open and distance learning in India." Asian Association of Open Universities Journal 14, no. 1 (June 10, 2019): 39–49. http://dx.doi.org/10.1108/aaouj-01-2019-0005.

Full text

Abstract:

Purpose Education is the most important tool for the development of different types of faculties in human beings. It plays an important role in the overall development of the human beings, and it is generally considered as a catalyst of social change. Education always remains a territory of significance and worry for the policymakers, social researchers and the academicians. In the complex society like India, which is multi-racial, multi-lingual, multi-religious and pervaded with incalculable issues, the issues of ignorance are a major test in transit of its advancement. In this direction, open and distance learning (ODL) plays an important role in providing quality education to the learners who are unable to be a part of the formal system of education. Open and distance learning serves as a source of education for the marginalized and disadvantaged sections of the society. Open and distance learning goes for the spread of learning and securing information through distance mode including the utilization of any correspondence innovation to give chances to advanced education. Regardless of caste, creed and religion, it provides uniform education to different sections of the society. The purpose of this paper is to assess the attitude and satisfaction level of the learners towards open and distance learning. Design/methodology/approach For this study, explorative research methodology has been used, and analysis has been done on the basis of data extracted from the primary and secondary sources of information. The respondents were personally interviewed through structured interviewed schedule for the collection of primary data. In fact, the interview is an act of verbal communication for the purpose of eliciting information. In addition to intensive field work, secondary sources like records, manuscripts, survey reports and many other related studies and their findings have been used as the source of secondary information collected through respective sources. Findings ODL has been successful in realizing its objective, reaching to the unreached by spreading education in the remote and far-flung areas through its study centers located in various locations. However, there is more need of creating awareness among the people in the far-flung areas by opening more study centers as per the need and geographical location of the area. In the present era of science, technology and innovation, no major shift has been seen among the parents towards the girl child: and providing education to the girl child is not the top priority in the villages, marriage gets the first preference instead of education. However, girls are coming forward to continue their education but the problem is that of money as in the case of boy respondents. So there is a need to review the fee structure of the ODL program as per the economic conditions of the student’s family, and some provisions should be made, especially for the girl students, to motivate them to come forward to continue their education, as it will spread message among other girls who did not complete their schooling. Social implications Through this paper, it could be realized that ODL provides opportunities to those who have no access to normal schooling but want to continue their education to compete in the changing world. ODL plays an important role in the hilly regions where most of the children left or dropped out their studies, especially the girls students, due to various reasons: it may be the long distance of the school from home or poor economic condition of the family. ODL emerged as a tool in solving all the problems and reaching the unreached through its learner-friendly approach. Originality/value Open and distance learning gives uniform stage to the individuals who need to upgrade their education and also skill development. This paper finds out that majority of the learners were satisfied with the performance of the open schooling. A positive attitude towards open schooling was found among the learners. They were of the view that because of open schooling, they gained self-confidence and better status in the society. They were of the opinion that they were no longer considered as a loser and they were in a position to get something new, which may be helpful for them and their family.

APA, Harvard, Vancouver, ISO, and other styles

12

Giesinger, Johannes. "Educational justice, segregated schooling and vocational education." Theory and Research in Education 15, no. 1 (March 2017): 88–102. http://dx.doi.org/10.1177/1477878517696191.

Full text

Abstract:

The philosophical debate on educational justice currently focusses on the Anglo-American situation. This essay brings in an additional perspective. It provides a justice-oriented critique of the segregated education systems in German-speaking countries. First, arguments that are commonly put forward in favour of these systems are rejected. Second, an additional argument against early tracking in education is formulated. It is claimed that segregated education systems tend to undermine children’s ‘right to an open future’. It is also explained that the segregated systems in Germany, Austria and Switzerland are linked to well-established systems of vocational education and training. It is argued, in this essay, that a workplace-based vocational system can be an important element of a just education system. The proposal is, then, to introduce a comprehensive school system in the first 8 or 9 school years that prepares students for both the vocational system and the academic track ( Gymnasium). Against this background, a so-called threshold conception of educational justice – that contains two different threshold levels – is formulated.

APA, Harvard, Vancouver, ISO, and other styles

13

Anderson, Bronwynne. "Boys in “trouble”: Contestations, contradictions and conflicting notions of Coloured high school masculinities." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S10. http://dx.doi.org/10.15700/saje.v40ns2a1758.

Full text

Abstract:

This article focuses of 13 high school boys’ experiences of getting into “trouble” in a former Colouredi township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered “troublesome”ii at school. Data collection included focus groups, semi-structured open-ended individual interviews and non-participant observation. Using the social constructionist perspective of masculinity as an analytical lens, the findings show that these boys’ schooling experiences are fraught with anti-schooling, anti-academic and anti-authoritarian attitudes and behaviours. They construct themselves as dominant, unafraid and unwilling to conform to school rules, which brings them into conflict with authorities. While some of the group expressed determination to ameliorate their lives, others dropped out of school prematurely. Teacher attitudes are central to either perpetuating “trouble” or being sensitive to these boys’ schooling woes.

APA, Harvard, Vancouver, ISO, and other styles

14

Beattie, Nicholas. "Contextual Preconditions of ‘Open Schooling’: the English case in historical and comparative perspectives." Cambridge Journal of Education 27, no. 1 (March 1997): 59–75. http://dx.doi.org/10.1080/0305764970270106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Clandinin, D. Jean. "Narrative Understandings of Lives Lived in and out of Schools." LEARNing Landscapes 3, no. 2 (March 2, 2010): 15–20. http://dx.doi.org/10.36510/learnland.v3i2.331.

Full text

Abstract:

Drawing on a narrative inquiry into the experiences of 19 youth who left school without graduating, I raise questions about stories of school, the institutional narrative of schooling. Through inquiring into the youths’ stories, we identified six resonant threads that spoke to the complexities of their lives. Their lives awakened us to what might be possible if we engaged with their stories as a way to open up or disrupt current stories of schools to allow for the reimagining of schools. Through attending to youths’ stories we might make the experience of youth, in their life contexts, the starting point not only for education but also for schooling.

APA, Harvard, Vancouver, ISO, and other styles

16

Hintz, Anna-Maria, Michael Paal, Karolina Urton, Johanna Krull, Jürgen Wilbert, and Thomas Hennemann. "Teachers’ Perceptions of Opportunities and Threats Concerning Inclusive Schooling in Germany at an Early Stage of Inclusion: Analyses of a Mixed Methodology Approach." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 357–74. http://dx.doi.org/10.1891/1945-8959.14.3.357.

Full text

Abstract:

The purpose of this exploratory study was to examine the perceived opportunities and threats of teachers working on a primary level in North Rhine Westphalia, Germany, regarding inclusive schooling. Two open-ended questions using a standardized paper-pencil-questionnaire format were administered to 452 general and 130 special education teachers. Results of descriptive and inferential statistical analyses indicated that both teacher groups expressed strong concerns related to students’ educational needs and learning opportunities. Nevertheless, their perceptions differ significantly in specific categories. General education teachers anticipate inclusive schooling to improve social school climate; however, they expressed several concerns: declining teaching quality, having insufficient professional skills themselves, higher work load, and lack of resources. Their special education colleagues expected improved learning opportunities would result for all students but were worried about changes in their professional role and the political realization of inclusive schooling. Implications for practice, limitations, and the need for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

17

Green, David A., Ali Karimirad, Gaëlle Simard-Duplain, and Henry E. Siu. "COVID-19 and the Economic Importance of In-Person K–12 Schooling." Canadian Public Policy 47, no. 2 (June 1, 2021): 265–80. http://dx.doi.org/10.3138/cpp.2021-002.

Full text

Abstract:

The extent to which elementary and secondary (K–12) schools should remain open is at the forefront of discussions on long-term pandemic management. In this context, little mention has been made of the immediate importance of K–12 schooling for the rest of the economy. Eliminating in-person schooling reduces the amount of time parents of school-aged children have available to work and therefore reduces income to those workers and the economy as a whole. We discuss two measures of economic importance and how they can be modified to better reflect the vital role played by K–12 education. The first is its size, as captured by the fraction of gross domestic product produced by that sector. The second is its centrality, reflecting how essential the sector is to the network of economic activity. Using data from Canada’s Census of Population and Symmetric Input–Output Tables, we show how accounting for this role dramatically increases the importance of K–12 schooling.

APA, Harvard, Vancouver, ISO, and other styles

18

Domenici, P., A. D. M. Wilson, R. H. J. M. Kurvers, S. Marras, J. E. Herbert-Read, J. F. Steffensen, S. Krause, P. E. Viblanc, P. Couillaud, and J. Krause. "How sailfish use their bills to capture schooling prey." Proceedings of the Royal Society B: Biological Sciences 281, no. 1784 (June 7, 2014): 20140444. http://dx.doi.org/10.1098/rspb.2014.0444.

Full text

Abstract:

The istiophorid family of billfishes is characterized by an extended rostrum or ‘bill’. While various functions (e.g. foraging and hydrodynamic benefits) have been proposed for this structure, until now no study has directly investigated the mechanisms by which billfishes use their rostrum to feed on prey. Here, we present the first unequivocal evidence of how the bill is used by Atlantic sailfish ( Istiophorus albicans ) to attack schooling sardines in the open ocean. Using high-speed video-analysis, we show that (i) sailfish manage to insert their bill into sardine schools without eliciting an evasive response and (ii) subsequently use their bill to either tap on individual prey targets or to slash through the school with powerful lateral motions characterized by one of the highest accelerations ever recorded in an aquatic vertebrate. Our results demonstrate that the combination of stealth and rapid motion make the sailfish bill an extremely effective feeding adaptation for capturing schooling prey.

APA, Harvard, Vancouver, ISO, and other styles

19

Hamdan, M. Ziad. "A Non-Failing “NeoBlend-Digit” Schooling Free of Conventional Teachers: A Blueprint for a Futuristic Learning Open to Infinity." International Journal of Contemporary Education 1, no. 1 (April 27, 2018): 64. http://dx.doi.org/10.11114/ijce.v1i1.3246.

Full text

Abstract:

The practice of Blended learning in schooling for almost two decades has shown limited variations from what conventional education had breached hundreds of years ago. In that, continuing the use of large groups teaching, big chunks of required curriculum for learning and instruction, unified mandatory knowledge for all students, the lack of individual achievement pace, unified daily study schedules, and same backward assessment tools and formalities. Yet, ICTs exert every moment profound remote digital penetrating power into the deep privacy of human anatomy, actions, family and daily lives in what could be called the “Age of digital Information Nudity”. Moreover, resource teachers or students’ counselors are able by a click at a digital curriculum to reveal where learners’ locations are, how many times attempted reading, performing assignments, or what study difficulties they are facing. ICTs have dismantled all the psychological, social, educational and physical boundaries separating peoples, businesses and schooling communities. Students living currently in digital environments have a free will through digital means to decide, plan, in addition, to using types, tools, times and settings for their blended and online learnings, even without the pre-consent of school authorities. Hence, a new form of blended education deems crucial, that is “neoBlend-Digit” Schooling. This new hybrid methodology, when well served by developmental appropriate curriculum design, thoughtful treatment of curriculum content, a systemic implementation framework (diagnostic, formative and summative), and optional multi learning tracks, will lead to open ended learning free of failure, outdated teachers and school personnel, and environmental limitations. Consequently civic citizen students are graduating as literates, professional specialists, and academic pioneers.. Realizing as such what the American educator, William Glasser* wished for “Schools without Failure”. In current work however, the long waited dream of Glasser is presented in a concise digital language and concretely accountable educational evidences in field reality.

APA, Harvard, Vancouver, ISO, and other styles

20

Kasner, Andrew C., and Thomas P. Dixon. "Aerial Foraging Over Open Water by Great Egrets and Snowy Egrets on Schooling Freshwater Fish." Wilson Bulletin 115, no. 2 (June 2003): 199–200. http://dx.doi.org/10.1676/02-076.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Kearney, Chris. "Open Windows: A personal view of the issues involved in bilingualism, identity, narrative and schooling." English in Education 24, no. 3 (September 1990): 3–13. http://dx.doi.org/10.1111/j.1754-8845.1990.tb00078.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

O’Sullivan, Katriona, Amy McGrane, Serena Clark, and Kevin Marshall. "Exploring the Impact of Home-Schooling on the Psychological Wellbeing of Irish Families During the Novel Coronavirus (COVID-19) Pandemic: A Qualitative Study Protocol." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692098095. http://dx.doi.org/10.1177/1609406920980954.

Full text

Abstract:

Background: The COVID-19 pandemic has placed severe restrictions on people’s behavior worldwide with school closures in many countries. These closures have shifted education from the classroom to the home. This change is unprecedented, and home-schooling has placed substantial stress on families across the world. As of 9 April 2020, 1.57 billion children were being educated by families that had little or no experience of protracted home-schooling. An essential but neglected issue related to COVID-19 is the psychological impact of home-schooling on family wellbeing, especially considering the other stressors they are experiencing including social isolation, fears of infection, frustration, boredom, inadequate information, and financial stress. This study explores the impact of home-schooling on family psychological wellbeing during COVID-19. These findings will help develop supports and interventions for this population. Methods: An exploratory qualitative study will be conducted using semi-structured interviews with a convenience sample of families (at least one parent and one child). Participants will be recruited using social media outlets, contacts of academic members and snowball sampling. Interviews will take place using Microsoft Teams and via telephone and recorded for transcription purposes. These transcripts will be analyzed using interpretative phenomenological analysis (IPA). Ethical approval has been granted by the Social Research Ethics Subcommittee (SRESC) Maynooth University (2407411). The Science Foundation Ireland (SFI) has funded the research with the COVID-19 rapid response grant. The dissemination of findings will be through open access journal publications, distribution of lay summaries, press release and policy papers. Discussion: The research findings will discuss the impact that home-schooling has had on family psychological wellbeing. It will examine how parents are managing their children’s education and learning while handling the other stresses associated with COVID-19. A deeper understanding of the impact of school closures and home-schooling on family processes is essential if the psychological wellbeing of families is to be protected and supported during challenging times such as health-related disasters.

APA, Harvard, Vancouver, ISO, and other styles

23

Wong, Ting-Hong. "Education and National Colonialism in Postwar Taiwan: The Paradoxical Use of Private Schools to Extend State Power, 1944–1966." History of Education Quarterly 60, no. 2 (May 2020): 156–84. http://dx.doi.org/10.1017/heq.2020.25.

Full text

Abstract:

After World War II, the colonial rule imposed by the Kuomintang (KMT) in Taiwan was symbiotically connected with its project of nation building. This project of “national colonialism” initially spurred the KMT to build an extensive public education system and to marginalize private schools. Financial concerns after 1954, however, forced the KMT to allow more private schools to open. As the role of private schools expanded, the state limited their resources and required that they follow state curricula, leading many private schools to come under the control of agents tied to the regime. Thus, schools that the colonizers initially sought to subdue ended up spreading ideologies that served the KMT. The case of Taiwan provides a perspective on colonialism and private schooling that suggests that private schooling under national colonialism differed from that under nonnational forms of colonial rule.

APA, Harvard, Vancouver, ISO, and other styles

24

Pangeni, Shesha Kanta. "Open and Distance Learning: Cultural Practices in Nepal." European Journal of Open, Distance and E-Learning 19, no. 2 (December 1, 2016): 32–45. http://dx.doi.org/10.1515/eurodl-2016-0006.

Full text

Abstract:

Abstract Nepali education culture is dominated by face-to-face tutoring. It has a long history starting from the Gurukul culture to the present formal schooling. Emerging practices of using technology in education have been promoting online learning as a form of distance education and gaining popularity. This paper focuses on digging out the contextual reality of open and distance learning (ODL) practices in Nepal beginning with an analysis and the author’s personal impression of the context. Core focus is placed to explore and discuss different thematic issues such as modes of learning associated education culture/tradition, flexible learning for Nepali students, ODL as a pedagogical tool for teacher education and implementation of ODL in Nepal. The author’s personal reflection, literature review, and insights from learning theories are meaningful to enrich the discourse. The paper concludes showing the promising future of ODL in Nepal as an option to traditional mode of education. In addition, attention is drawn on the need of Open University and role of existing universities for the successful implementation of ODL in Nepal to adapt acculturation of online learning by respecting the need of the new generation of learners at the age of Internet culture.

APA, Harvard, Vancouver, ISO, and other styles

25

Tikhomirova, Tatiana N., Artem S. Malykh, and Sergey B. Malykh. "Visuospatial Working Memory Development across Years of Schooling." Psychology in Russia: State of the Art 13, no. 4 (2020): 207–22. http://dx.doi.org/10.11621/pir.2020.0414.

Full text

Abstract:

Background. Visuospatial working memory changes across years of schooling. According to data from the cross-sectional and longitudinal studies available in the literature, conclusions about the linear or nonlinear nature of changes in visuospatial working memory depend on the period of time analyzed and the frequency of the measurements. However, which of the two nonlinear models of functional dependence (e.g., quadratic or cubic) best describes the developmental trajectories of visuospatial memory across schooling is still an open question. Objective. The results of statistical analysis of the development of visuospatial working memory in girls and boys across school years from Grade 1 to Grade 11 are presented. Additionally, the relationship between age and years of schooling is investigated, as is the influence of these factors on the developmental trajectory of visuospatial working memory. Design. This cross-sectional study involved 1,246 pupils who were in Grades 1 to 11 at one public school; their ages ranged from 6.8 to 19.1 years (50.4% were boys). The students’ visuospatial working memory was measured using the computerized “Sequences” test, which is based on the “Corsi block-tapping task” and has been adapted for Russian schoolchildren. Correlations, dispersion analysis, and polynomial regression were carried out, and both linear and nonlinear models of the functional dependence of working memory on years of schooling were tested. Results. The results of the multiple regression analysis suggest that number of years of schooling is a more important factor than age with regard to temporal changes in visuospatial working memory. When we introduced “years of schooling” and “age” predictors into a single model, we found the year of schooling to be the most significant predictor of visuospatial working memory (β = 1.07;p = 0.000).While age remained a statistically significant predictor (β = -0.52;p = 0.008), it did not significantly improve the model characteristics (corrected R2 = 0.30; F(2) = 253.9; p<0.01). The results of the polynomial regression showed that during schooling, the developmental trajectories of visuospatial working memory are nonlinear for both genders. In girls, both the quadratic and cubic models explained 36% of the variance in visuospatial working memory, but the quadratic model had the least number of parameters and the best fit to data. In boys, despite all theoretical models being suitable, the largest percentage of the variance in visuospatial working memory values was explained using the cubic model (R2= 0.31; p = 0.000). Thus, the characteristic of change in visuospatial working memory for girls had a quadratic relationship that stabilized after Grade 8, while for boys, the relationship was cubic, with the period of stabilization between Grades 5 and 6, and then further growth. Conclusion. We concluded that the number of years of study is an important factor in the development of visuospatial working memory during the schooling period, but that there are other factors involved as well.

APA, Harvard, Vancouver, ISO, and other styles

26

Cairns, D. K. "Diet and foraging ecology of Black Guillemots in northeastern Hudson Bay." Canadian Journal of Zoology 65, no. 5 (May 1, 1987): 1257–63. http://dx.doi.org/10.1139/z87-196.

Full text

Abstract:

I examined diet and foraging habitat selection by Black Guillemots (Cepphus grylle) in the eastern Canadian arctic. Birds fed on fish (Boreogadus saida, Stichaeus punctatus, Eumesogrammus praecisus) and mysid, amphipod, and decapod crustaceans. Guillemots concentrated at landfast ice edges early in the breeding season. Open-water foraging occurred principally in waters 10–30 m deep within 13 km of breeding colonies. Guillemots were aggregated on the water, but their distributions were not correlated with those of schooling prey. Guillemots feeding in open water obtained much of their food on the bottom, but some prey was likely taken during transit to and from the bottom.

APA, Harvard, Vancouver, ISO, and other styles

27

Gilmore, Linda, Wendy Patton, Andrea McCrindle, and Lee Callum. "Single-sex classes in a Queensland primary school: An evaluation of outcomes." Australian Educational and Developmental Psychologist 19, no. 1 (2002): 49–58. http://dx.doi.org/10.1017/s0816512200028510.

Full text

Abstract:

AbstractAlthough numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results showed that boys in the single-sex class, who initially displayed lower academic results than all other groups, made significant gains in spelling, reading, and mathematics. There were significant differences in children’s emotional and behavioural engagement across the trial year, with girls in the mixed-sex class demonstrating reduced scores on these measures compared to children in the other classes.

APA, Harvard, Vancouver, ISO, and other styles

28

YOSHIOKA, Hidekazu, Tomoyuki SHIRAI, and Daisuke TAGAMI. "COST-MINIMIZING UPSTREAM MIGRATION STRATEGY OF ISOLATED AND SCHOOLING FISHES IN 1-D OPEN CHANNEL FLOWS." Journal of Japan Society of Civil Engineers, Ser. B1 (Hydraulic Engineering) 73, no. 4 (2017): I_433—I_438. http://dx.doi.org/10.2208/jscejhe.73.i_433.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Mitra, Sushmita. "Student support services in open schooling: a case study of students' needs and satisfaction in India." Open Learning: The Journal of Open, Distance and e-Learning 24, no. 3 (September 16, 2009): 255–65. http://dx.doi.org/10.1080/02680510903202142.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Bist, Dinesh Singh. "Use of ICT for Process Re-Engineering and Structural Transformation of National Institute of Open Schooling." Indian Journal of Public Administration 55, no. 2 (April 2009): 275–94. http://dx.doi.org/10.1177/0019556120090211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

McNally, Sandra. "Reforms to Schooling in the UK: A Review of Some Major Reforms and their Evaluation." German Economic Review 6, no. 3 (August 1, 2005): 287–96. http://dx.doi.org/10.1111/j.1468-0475.2005.00133.x.

Full text

Abstract:

Abstract We aim to give a brief overview of some important reforms to the school system in the UK and existing evidence on their consequences. These reforms include a change in the type of secondary school open to pupils - from a selective to comprehensive system; a change in the examination system; quasi-market reforms; area-based initiatives; reforms to the content and structure of teaching; payments to encourage the pursuit of education beyond compulsory schooling.

APA, Harvard, Vancouver, ISO, and other styles

32

Eelman, Bruce W. "“An Educated and Intelligent People Cannot be Enslaved”: The Struggle for Common Schools in Antebellum Spartanburg, South Carolina." History of Education Quarterly 44, no. 2 (2004): 250–70. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00163.x.

Full text

Abstract:

As the political conflict over slavery's fate in the West intensified through the summer of 1849, Peter M. Wallace, editor of the SpartanburgCarolina Spartan, vowed that he was “utterly opposed now and forever to all political compromises” on the issue of slavery. Significantly, Wallace connected the success of such southern resistance to the improvement of South Carolina's free schools. TheCarolina Spartan'scolumns, the editor explained, “will be open to the advocates of a more liberal but judicious appropriation of the public money” for common schooling because “an educated and intelligent people, cannot be enslaved.” Wallace was one of many antebellum Spartanburg leaders who linked schooling with southern nationalism and used slavery as a metaphor for dependence on northern institutions. In the process, these men espoused what historians often view as a very un-southern idea—liberal government support for public education—and contrasted it with an image central to the definition of southern white republicanism—the ignorant slave.

APA, Harvard, Vancouver, ISO, and other styles

33

Levy, Santiago, and Luis F. López-Calva. "Persistent Misallocation and the Returns to Education in Mexico." World Bank Economic Review 34, no. 2 (December 22, 2018): 284–311. http://dx.doi.org/10.1093/wber/lhy017.

Full text

Abstract:

Abstract Over the last two decades, Mexico has experienced macroeconomic stability, an open trade regime, and substantial progress in education. Yet average workers’ earnings have stagnated, and earnings of those with higher schooling have fallen, compressing the earnings distribution and lowering the returns to education. This paper argues that distortions that misallocate resources toward less-productive firms explain these phenomena, because these firms are less intensive in well-educated workers compared with more-productive ones. It shows that while the relative supply of workers with more years of schooling has increased, misallocation of resources toward less-productive firms has persisted. These two trends have generated a widening mismatch between the supply of, and the demand for, educated workers. The paper breaks down worker earnings into observable and unobservable firm and individual worker characteristics, and computes a counterfactual earnings distribution in the absence of misallocation. The main finding is that in the absence of misallocation average earnings would be higher, and that earnings differentials across schooling levels would widen, raising the returns to education. A no-misallocation path is constructed for the wage premium. Depending on parameter values, this path is found to be rising or constant, in contrast to the observed downward path. The paper concludes arguing that the persistence of misallocation impedes Mexico from taking full advantage of its investments in the education of its workforce.

APA, Harvard, Vancouver, ISO, and other styles

34

Ziad Hamdan, Prof Mohamed. "Learning Trend Methodologies from BC Greek Sophists to 2000s’ Blended Open Source Schooling: A Comparative Analytic Study." Journal of Education, Teaching and Social Studies 2, no. 3 (June 16, 2020): p1. http://dx.doi.org/10.22158/jetss.v2n3p1.

Full text

Abstract:

The period of recorded history extends to 5,000 years BC, where Sumerian-Akkadian script confirmed the fact of being the oldest discovered record of coherent writing from the preliterate period around the 3000 BC (SE Alcock, 2001; Woods, 2010). Since that date of early basic literacy of human history, B.C pioneers, philosophers, leaderships and professionals exerted every efforts to advance their local environments in politics, state identity, public administration, urban centers, culture and faith, education, innovative thoughts and arts, and civic daily life. Consequently, B.C significant ancient states and civilizations arose and flourished into world sovereign empires, exceeding in several fields their contemporary counterparts the so-called “Big Powers” in the 21st century A.C. Even these “Big Powers” proved helpless in resisting the invisible virus “Corona”, which caused the death of hundreds of thousands of persons, and is threatening millions of others in facing health problems or termination later. The status of world states (powerful or marginal) is determined by the quality of its educational systems. Further, the future of civic and productive students as adults is dependent upon the rigor of schooling methodologies, which encompass: learners who are dedicated to learn; teachers who guide and teach; peers who are collaborative learning partners; curricula, which are served by textbooks and material in the classrooms; methods, techniques and technologies as communicative tools of education and management messages; and school environments, which physically host most education factors, processes and services. Hence, this research article examined the educational methodologies cumulative from BC Sophists to the ICTs revolution at 2000+ A.C. a Comparative analytic review was conducted to specify the advances and setbacks accrued during the extended 500B.C-2000+A.C years in the lives of generations as future crucial professional, leaderships and pioneer assets of society.

APA, Harvard, Vancouver, ISO, and other styles

35

Chandriki, Triveni, and Kiran P. Savanur. "The Role and Impact of an Open Courseware Learning Management System in Higher Education." Asian Journal of Information Science and Technology 10, no. 2 (November 5, 2020): 34–39. http://dx.doi.org/10.51983/ajist-2020.10.2.305.

Full text

Abstract:

The essential cause of this find out about to check out the influence of e-learning in greater education. The learn about observed out that the use of e-learning structures suggests a fine effect on scholar studying in greater training current world. Most instructors utilized e-learning gadget as presentation and education device in educating and learning. Higher training establishments advantage from the use of an Open Courseware Learning Management System in the following ways: teacher and pupil get entry to to mastering content material each time and anywhere, a centralized supply of learning, monitoring and reporting equipment to beautify pupil getting to know and performance, elevated effectivity in scholar things to do such as undertaking submission, accelerated communication, and mastering analytics. Higher schooling is widely described as one of key drivers of increase performance, prosperity, and competitiveness.

APA, Harvard, Vancouver, ISO, and other styles

36

Nani, Gwendoline Vusumuzi, and Lwazi Sibanda. "Online Home Schooling: Are Parents Ready? Lessons from the Corona Virus Disease Induced Lock Down." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 140–51. http://dx.doi.org/10.47175/rielsj.v1i2.81.

Full text

Abstract:

The outbreak of the corona virus disease (COVID-19) in China around December 2019 led to the premature closure of schools globally. This was done to ensure reduced transmission of the disease. Due to the indefinite level two lockdown in Zimbabwe, schools remain closed. This has led to online home schooling, where schools send work to parents who conduct and monitor the lessons on their behalf. This study sought to find out the experiences and readiness of parents in Bulawayo Metropolitan Province, Zimbabwe, who were expected to conduct lessons online. The study which is situated in the interpretive paradigm and qualitative approach collected data from ten purposively selected parents as key informants. Qualitative data was collected using emailed open-ended questionnaires in compliance with COVID-19 regulations. Results revealed that parents found it difficult to conduct online lessons due to costly data, lack of expert knowledge and teaching pedagogy, unclear instructions from teachers, unavailable or shared gadgets at home and poor internet connectivity. Schools were also said to be piling up work, disregarding parents’ other responsibilities. Conclusions drawn were that most of the parents were not ready for online home schooling although they perceived the exercise to be beneficial. Recommendations were that schools should conduct training sessions for staff and parents, have formal feedback sessions and exercise flexibility for execution and submission of work and continue online lessons post COVID-19. Further research could be conducted to find out learners’ perceptions of online home schooling.

APA, Harvard, Vancouver, ISO, and other styles

37

Zannettino, Dr Lana. "Belonging, Connectedness, and Self-Worth: Building Socially Sustainable Communities through a School based Student Support Program." Journal of Student Wellbeing 1, no. 1 (June 26, 2007): 1. http://dx.doi.org/10.21913/jsw.v1i1.108.

Full text

Abstract:

This article draws from an evaluation of a school-based student support program operating in the Elizabeth-Munno Para region of South Australia (“Author”, 2005). Based on a community development model, The Turn Around Program (TAP) extends beyond the parameters of the classroom to provide educational, social and health services to students and families affected by economic and social disadvantage. Data collected from children, parents, teachers and school principals, indicated that the Program enhanced the capacity of families and communities affected by disadvantage and poverty to more effectively support and nurture their children. The marked improvements in parenting capacity and in child-parent interaction and communication provided children with a more open and supportive home environment, which in turn, improved children’s experience of schooling and their capacity for learning. Through an examination of key aspects of the Program, the paper demonstrates how TAP has successfully melded long held ecological perspectives on schooling and child development with a number of strategies that promote the development of socially sustainable communities.

APA, Harvard, Vancouver, ISO, and other styles

38

McLeod, Julie. "Space, place and purpose in designing Australian schools." History of Education Review 43, no. 2 (September 30, 2014): 133–37. http://dx.doi.org/10.1108/her-03-2014-0020.

Full text

Abstract:

Purpose – The purpose of this paper is to canvass debates arising from encounters between architectural and educational history and to introduce a themed section of four papers exploring aspects of the history of school design and the spatial arrangements of Australian schooling across the twentieth century. Design/methodology/approach – This is an interpretive introductory essay that characterizes trends in historical and sociological studies of school space and materialities, and synthesizes the arguments and contributions of the four companion papers. Findings – A case is made for greater exchange among educational, architectural and social historians and key insights and findings from the four papers concerning school space, design and educational ideas are summarized. Themes of community, citizenship and progressive education are highlighted. Originality/value – The value of the paper lies in introducing the context and scholarly debates framing a collection of four papers that seek to open up new avenues for investigating the history of modern schooling through studying intersections between school space and design and educational purposes and aspiration.

APA, Harvard, Vancouver, ISO, and other styles

39

Rodríguez Izquierdo, Rosa Maria. "The Research on Intercultural Education in Spain." education policy analysis archives 17 (February 15, 2009): 4. http://dx.doi.org/10.14507/epaa.v17n4.2009.

Full text

Abstract:

This paper reviews the scientific literature, both quantitative and qualitative, referred to several aspects of intercultural education in Spain from 1990 until 2008. The core themes found in the literature are the following: 1) schooling of immigrants and ethnic minorities, 2) models of intervention and educative proposals, 3) bilingual and linguistic diversity, 4) attitudes towards other cultures, and 5) intercultural citizenship and intercultural identity. Finally, it shows new open fields or gaps that are identified in the literature reviewed, and suggests ideas and strategies to strengthen intercultural research in the near future.

APA, Harvard, Vancouver, ISO, and other styles

40

Brain, Jenny. "Mike Feintuck, Accountability and Choice in Schooling, Open University Press, Buckingham. 1994, 150 pp., hard £37.50. paper £12.99." Journal of Social Policy 24, no. 1 (January 1995): 158–59. http://dx.doi.org/10.1017/s0047279400024806.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Cameron, Stuart. "Urban youth and schooling LouiseArcher, SumiHollingworth & HeatherMendick 2010 Maidenhead, Open University Press £21.99, 161 pp. ISBN 9780335223824." British Educational Research Journal 40, no. 3 (January 8, 2014): 575–77. http://dx.doi.org/10.1002/berj.3084.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Dorn, Sherman. "Public-Private Symbiosis in Nashville Special Education." History of Education Quarterly 42, no. 3 (2002): 368–94. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00003.x.

Full text

Abstract:

The conventional historiography describing a strict public-private divide in United States schooling is misleading. The standard story claims that public schooling was a fuzzy concept 200 years ago; the division between public and private education for children thus developed largely over the nineteenth century. In the early nineteenth century, public funds went to many private schools and even large private systems, such as the New York Public School Society. In some instances, public funds went to parochial education, either explicitly or as part of an arrangement to allow for diverse religious instruction using public funds. However, the nineteenth century witnessed growing division between public and private, largely excluding religious education (or at least non-Protestant religious education). By the end of the nineteenth century, the standard educational historiography suggests, public schools meant public in several senses: funded from the public coffers, open to the public in general, and controlled by a public, democratically controlled process. Tacit in that definition was a relatively rigid dividing line between public and private school organizations. Historians know that this implicit definition of “public” omits key facts. First, the governance of public schools became less tied to electoral politics during the Progressive Era. Public schooling in nineteenth-century cities generally meant large school boards, intimately connected with urban political machines. By the 1920s, many city school systems had smaller boards in a more corporate-like structure. The consolidation of small rural school districts in the first half of the twentieth century completed this removal of school governance from more local politics. A second problem with the definition above is unequal access to quality education (however defined). Historically, the acceptance of all students was true only in a limited sense, either in access to schools at all (with the exclusion of many children with disabilities) or, more generally, to the resources and curriculum involved in the best public schooling of the early twentieth century (as with racial segregation).

APA, Harvard, Vancouver, ISO, and other styles

43

Belazoui, Abdelouahab, Abdelmoutia Telli, and Chafik Arar. "Web-Based Learning Under Tacit Mining of Various Data Sources." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 153. http://dx.doi.org/10.3991/ijet.v16i16.23405.

Full text

Abstract:

Nowadays, many platforms provide open educational resources to learners. So, they must browse and explore several suggested contents to better assimilate their courses. To facilitate the selecting task of these resources, the present paper proposes an intelligent tutoring system that can access teaching contents available on the web automatically and offers them to learners as additional information sources. In doing so, the authors highlight the description logic approach and its knowledge representation strength that underwrites the modulization, inference, and querying about a web ontology language, and enhanced traditional tutoring systems architecture using ontologies and description logic to enable them to access various data sources on the web. Finally, this article concludes that the combination of machine learning with the semantic web has provided a supportive study environment and enhanced the schooling conditions within open and distance learning.

APA, Harvard, Vancouver, ISO, and other styles

44

Caldin, Roberta. "I processi inclusivi nella prima infanzia tra diritti e responsabilità." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2016): 106–26. http://dx.doi.org/10.3280/ess2-2016oa3998.

Full text

Abstract:

In this paper we address some issues about inclusive education, in particular at the nursery. Some indications are remind by the Convention on the Rights of Persons with Disabilities and the World Report on Disability relating to access to schooling and education of boys and girls with disabilities, in the world. The facilitative contexts, the meeting with parents and the educational and helping relationship are some essential elements of the educational aspect of a nursery school: these also open the discussion on the presence of parental elements in the educational help professions and on the educational "cure".

APA, Harvard, Vancouver, ISO, and other styles

45

Vitebsky, Piers. "Reindeer herders of northern Yakutia: a report from the field." Polar Record 25, no. 154 (July 1989): 213–18. http://dx.doi.org/10.1017/s0032247400010810.

Full text

Abstract:

AbstractThe Eveny of northeastern Siberia live mainly by reindeer herding. Though this is highly economical, since collectivization it has progressively separated the nomadic herders from their families in the centralized villages. This leads to a low birth-rate and the estrangement of children from herding. Under percstroika, labour is being reorganized into a system of contracts. Though the aim is to increase efficiency, this may also allow families to live and work together again. However, logistic problems, such as schooling, remain. These developments are taking place against a background of increasing ethnic consciousness and open public debate on policy.

APA, Harvard, Vancouver, ISO, and other styles

46

Shields, Carolyn M., Steven Lynn Oberg, and Linda J. LaRocque. "The Role of District Leaders in School Reform: Implementing Year-Round Schooling1." Journal of School Leadership 9, no. 1 (January 1999): 4–25. http://dx.doi.org/10.1177/105268469900900101.

Full text

Abstract:

In this paper, we explore the role of district leaders in implementing school reform, specifically year-round schooling. We examine the experiences of four Florida districts with particular emphasis on their social, political, and fiscal contexts. Successful innovation is promoted as leaders act in a humane and open fashion that specifically in cludes eschewing promises that cannot be fulfilled. We have found that creating wide spread support for the innovation, being flexible, and creating a climate for change and innovation are crucial. Ensuring equitable implementation of the reform and attending fairly to details of both contracts and programs are especially important.

APA, Harvard, Vancouver, ISO, and other styles

47

Morgan, Rhian. "Exploring students’ uses of and dispositions towards learning technologies in an Australian enabling course." Student Success 9, no. 1 (February 3, 2018): 35–46. http://dx.doi.org/10.5204/ssj.v9i1.431.

Full text

Abstract:

University progression is increasingly dependent upon students developing a range of digital literacies in conjunction with the skills associated with their disciplines. University enabling and pathway programs, in particular, have a key part to play in supporting students to interact with technologies for learning. Widening participation and increased student diversity result in highly variable levels of digital literacy in the classroom. As such, universities need to develop strategies to effectively respond to the differing abilities of students entering the sector. This paper contributes to the development of such responses through a case study exploring students’ use of and dispositions towards technologies in an open access enabling course. In this context ‘open access’ refers to the course admission requirements and the fact that the course enrollments are open to anyone over the age of eighteen, regardless of their prior schooling experience. The paper identifies trends in students’ uses of technology, such as preferences for mobile content and blended learning environments, before concluding with a discussion of how these findings can be mobilised in curriculum development.

APA, Harvard, Vancouver, ISO, and other styles

48

Krause, J., J. E. Herbert-Read, F. Seebacher, P. Domenici, A. D. M. Wilson, S. Marras, M. B. S. Svendsen, et al. "Injury-mediated decrease in locomotor performance increases predation risk in schooling fish." Philosophical Transactions of the Royal Society B: Biological Sciences 372, no. 1727 (July 3, 2017): 20160232. http://dx.doi.org/10.1098/rstb.2016.0232.

Full text

Abstract:

The costs and benefits of group living often depend on the spatial position of individuals within groups and the ability of individuals to occupy preferred positions. For example, models of predation events for moving prey groups predict higher mortality risk for individuals at the periphery and front of groups. We investigated these predictions in sardine ( Sardinella aurita ) schools under attack from group hunting sailfish ( Istiophorus platypterus ) in the open ocean. Sailfish approached sardine schools about equally often from the front and rear, but prior to attack there was a chasing period in which sardines attempted to swim away from the predator. Consequently, all sailfish attacks were directed at the rear and peripheral positions of the school, resulting in higher predation risk for individuals at these positions. During attacks, sailfish slash at sardines with their bill causing prey injury including scale removal and tissue damage. Sardines injured in previous attacks were more often found in the rear half of the school than in the front half. Moreover, injured fish had lower tail-beat frequencies and lagged behind uninjured fish. Injuries inflicted by sailfish bills may, therefore, hinder prey swimming speed and drive spatial sorting in prey schools through passive self-assortment. We found only partial support for the theoretical predictions from current predator–prey models, highlighting the importance of incorporating more realistic predator–prey dynamics into these models. This article is part of the themed issue ‘Physiological determinants of social behaviour in animals’.

APA, Harvard, Vancouver, ISO, and other styles

49

Majerčíková, Jana, and Hana Navrátilová. "Polarities of Compulsory Education from the Perspective of Parents and Kindergarten Teachers." European Journal of Social Science Education and Research 5, no. 3 (December 1, 2018): 56–61. http://dx.doi.org/10.2478/ejser-2018-0057.

Full text

Abstract:

Abstract This empirical study deals with the issue of compulsory education in kindergartens, which was implemented in the Czech Republic in 2017. Children aged 5 must attend kindergarten or opt for individual home-schooling. The intention of this Czech educational policy step was to raise the preparedness and eligibility of children for compulsory primary school education and to eliminate or compensate for potential handicaps when detected. The aim of the research was to document the reflections of parents and kindergarten teachers on the realization of the compulsory pre-school education, specifically the concerns and other reactions of the adults and the children themselves. The data collection was performed by two means: a questionnaire filled in by 305 parents within which predominantly open questions were analyzed, and the method of thematic writing by kindergarten teachers. In the second case twenty-nine texts averaging 2500 characters were obtained. To process the data we used the content analysis method based on open coding. Several significant findings were disclosed characterizing compulsory pre-school education, notably regarding ambivalence. The parents’ attitudes are based on preferences and necessities of pre-school education (as opposed to individual home-schooling) for their children’s further educational career, however, the strict legal obligation to ensure children’s kindergarten attendance was disputed. The teachers welcome the expected improvement of the children’s preparedness; at the same time, they perceive a borderline shift regarding the follow-up childhood stage traditionally connected with entering primary school. The teachers also identify the changing attitudes of children in transition from an institution where they “go to play” while their parents work, to that of a learning place with a status similar to that of primary school.

APA, Harvard, Vancouver, ISO, and other styles

50

Chartprasert, Duangkamol. "How Bureaucratic Writing Style Affects Source Credibility." Journalism Quarterly 70, no. 1 (March 1993): 150–59. http://dx.doi.org/10.1177/107769909307000117.

Full text

Abstract:

This study examines whether bureaucratic writing style affects readers' perception of source credibility. The experiment required 172 college students to read bureaucratic and simple writing and to rate their impressions of the author and the writing quality. Results indicate that the subjects rated the author of the bureaucratic style higher in expertise, but not significantly different from the author of the simple style in trustworthiness and open-mindedness. Source occupational status was not a necessary condition for the perceived differences in credibility. The differences in expertise ratings were significantly greater for readers with more years of schooling. However, the subjects consistently preferred the simple to the bureaucratic writing.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Open schooling'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles