249 research outputs found

    Reflections on Teaching with a Standards-Based Curriculum: A Conversation Among Mathematics Educators

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    Many teachers and researchers have written about the challenges inherent in adopting new teaching practices in mathematics classrooms (e.g., Chazan, 2000; Clarke, 1997; Heaton, 2000). The authors of this article, all with secondary mathematics teaching experience, are convinced by research suggesting that Standards-based mathematics curricula are beneficial for student learning.1 However, the first three authors had not used such curriculum materials in their own classrooms, and we desired experience using a Standards-based mathematics curriculum with secondary students. To this end, we taught a week-long summer course with a focus on linear functions to high school students who had previously struggled with algebra and volunteered to participate

    Towards new educational potentialities: Review and commentary of the Preliminary draft Act on higher education

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    The Higher Education Act is a long-awaited legal act. A number of uncompleted attempts to prepare it have been undertaken in the course of the last three years. So far without success. Having been and still being a matter of highest social priority, the renewed effort to create and subsequently to enact this act is welcome as a worthwhile and a highly productive endeavor. Welcome also are the main innovations offered by this act, particularly its conspicuous consistency with the Bologna Declaration and other internationally launched and accepted documents. The draft act follows the international documents tracing down the paths of the future development of the educational systems of the European countries and providing for their mutual compatibility. A number of other positive contributions of the draft act are singled out, such as introducing clear and rigorous criteria and procedures for accreditation and quality control, introducing a wide coverage of arts and sciences as a precondition for an institution of higher education to qualify as a university, flexibility in the regime of studying including the domestic and international mobility of the students and requirement for the schools of higher education to have large cores of permanently employed teaching staff. A much larger part of the paper is, however, devoted to critical commentaries. To begin with, the draft is produced without any participation of the private universities, which is seen as a form of discrimination. The organizational pattern of a university is laid out with insufficient clarity and the status of departments (faculties) is particularly short of precision and even contradictory. The draft seems to be laden with the old bias towards excessive and potentially disastrous centralization, drastically reducing the decision making capacity of the system. The treatment of the property of the departments (faculties) is found inconsistent and legally unfounded. Inconsistency is also revealed in a number of prerogatives of the university vis-a-vis its departments and vice versa

    The logic of costly punishment reversed: expropriation of free-riders and outsiders

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    Current literature views the punishment of free-riders as an under-supplied public good, carried out by individuals at a cost to themselves. It need not be so: often, free-riders’ property can be forcibly appropriated by a coordinated group. This power makes punishment profitable, but it can also be abused. It is easier to contain abuses, and focus group punishment on free-riders, in societies where coordinated expropriation is harder. Our theory explains why public goods are undersupplied in heterogenous communities: because groups target minorities instead of free-riders. In our laboratory experiment, outcomes were more efficient when coordination was more difficult, while outgroup members were targeted more than ingroup members, and reacted differently to punishment

    The service economy

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