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1.
Ng Pak Tee 《Educational Research for Policy and Practice》2004,3(3):183-198
Schools in Singapore are now tasked to develop the spirit of innovation and enterprise in their students. This is in line with the national vision of ‘Thinking Schools, Learning Nation’. This policy initiative, which began in 2004, is set to change the fundamental nature of education in Singapore. This article discusses the innovation and enterprise (I&E) initiative, its major implications for schools in Singapore and the areas still to be addressed in the implementation of the policy. In particular, the article discusses the issues of teachers and school leaders as role models of I&E, I&E as an organic part of school business, the influence of the wider societal culture and values system, and the measurement of success of I&E. The challenge for schools is to go beyond the form of the initiative to bring real substantial and sustainable change through this movement. 相似文献
2.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
3.
Charlene Tan 《Prospects》2010,40(4):465-480
This paper critically discusses the educational policy trajectories of Singapore and Cambodia in an era of globalization.
Drawing upon David Johnson’s five metaphors to describe the historical and political forces that shape educational policy
trajectories, the paper argues that Cambodia’s current educational policy trajectory is characterized by the “politics of
compelling” while Singapore’s situation is more akin to the “politics of selling”. In Singapore, the politics of selling intersects
with the politics of gelling, in which various interest groups are encouraged to work together to strengthen the new economy
of knowledge. The paper raises a common challenge for Singapore and Cambodia: to shift from a traditional teacher-centred
and textbook-based approach to a more student-centred and ICT-based approach in a globalized world. The last section of this
paper explores the possibility of addressing this challenge through gelling, by setting a new agenda for education, one that
combines foreign and indigenous sources of knowledge from various interest groups. 相似文献
4.
Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability 总被引：5，自引：0，他引：5
Andreas Hoecht 《Higher Education》2006,51(4):541-563
This article explores the issues of trust, control, professional autonomy and accountability in higher education quality assurance
in the UK. The main part of this article is conceptual, but it includes results from semi-structured interviews with academic
staff that were conducted at two “new university” business schools. Both institutions are broadly similar in their key characteristics
and have experienced a transformation to university status in the early 1990s. The article argues that there has been a change
from informal “light-touch” quality control systems based on local practices and a significant amount of trust and professional
autonomy in the early 1990s to a highly prescribed process of audit-based quality control today. The article argues that accountability
and transparency are important principles that academics should wholeheartedly embrace, but that the audit format adopted
in the UK introduces a one-way accountability and provides “rituals of verification” (Power 1997) instead of fostering trust,
has high opportunity costs and may well be detrimental to innovative teaching and learning. 相似文献
5.
Dennis Shirley 《Journal of Educational Change》2011,12(2):131-139
Recent social policy reforms have sought to overcome the limitations of “First Way” strategies emphasizing the welfare state
and “Second Way” approaches advocating markets. Scholars and policymakers instead have begun to explore optimal synthesis
of the public and private sector in a new “Third Way” of leadership and change. According to one line of interpretation advanced
by Andy Hargreaves and Dennis Shirley, however, the Third Way as developed in education has ushered in a new orthodoxy of
testing, accountability, and data-driven decision making. This new orthodoxy is said to distract educators from their true
moral purposes. Hence, Hargreaves and Shirley have called for a new “Fourth Way” of change that draws upon international best
practices in education. In this interpretive essay for a Festschrift issue of the Journal of Educational Change celebrating Andy Hargreaves’ 60th birthday, Dennis Shirley revisits Fourth Way change architecture to inquire after the appropriate
role of new technologies in classrooms and schools. He retrieves the concept of mindful teaching and learning from the Fourth
Way change model and illustrates how it can be used as a lens to adjudicate various interpretations of the appropriate role
of new technologies in schools. 相似文献
6.
Akira Arimoto 《Asia Pacific Education Review》2009,10(1):29-46
This article deals with the various problems related to the given title from four sections. Section “Social function of the
academic research enterprise (ARE)” focuses on three problems: Framework of the research on the ARE; Functions of the graduate
school in the ARE; and Centers of learning and Japanese ARE. Section “Structure of ARE” discusses two problems: Structure
of social stratification and the structure of ARE in the policy framework for the current ARE. Section “Social condition
of ARE” argues over three problems: Social condition of the ARE; The effects of change of national policy on the ARE; and
National government policy for the ARE in the postwar period. Section “The impacts of the national government policies on
ARE” treats three problems: Trend of the recent national government policy on the ARE; Some unintended effects of the policies;
and Discussion of proposals for reform. These discussions lead to concluding remarks. 相似文献
7.
Chew Leng Poon 《Educational Research for Policy and Practice》2012,11(1):19-25
This article discusses the relationship between policy, research and practice in the Singapore education landscape in response
to Hargreaves and Shirley’s arguments of Fourth Way principles of educational change. Examples of recent policy developments
in Singapore are used to illustrate the interaction between judicial uses of research data and pragmatic knowledge of classroom
practices and stakeholders’ interest in policy formulation in Singapore. It is advocated that a key ingredient of the success
of Singapore’s education system is the unity of vision and mission of the people behind policy, research and practice. 相似文献
8.
This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It
presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development
and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions”
presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the
paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development
in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using
this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially
relevant to those responsible for curriculum development. 相似文献
9.
Since the 1980s, children with disabilities in China have been integrated into general education settings; the practice is
termed sui ban jiu du, literally “learning in a regular classroom” (LRC). The term LRC means “receiving special education in general education
classrooms”, and it is regarded as a practical form of inclusion in China. This paper provides context for understanding the
issues of teacher education and inclusion in China by comparing the concept of LRC in China to the international concept of
inclusive education. It discusses the challenges for and development of LRC at the levels of policy and practice. The main
issues involved in teacher education for special/inclusive education are discussed in relation to the culture and context
of current policy and its implementation, teachers’ attitudes toward LRC, the professional competence of LRC teachers, the
shortage of qualified teachers, and the lack of a national system for special education certification. The final section considers
strategies to develop high-quality inclusive education in China from the perspectives of policy development, professional
development, and the development of procedures for policy implementation. 相似文献
10.
Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with
one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”.
Despite the widespread concern that students will have difficulty managing their time in online courses with high level of
student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The
findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating
different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate
to and interact with, participants’ background and their levels of satisfaction and self reported learning. 相似文献
11.
深刻反省我国教育的"重点制" 总被引：4，自引：0，他引：4
Yongheng You 《Frontiers of Education in China》2007,2(2):229-239
Since the 1980s, “key school system” (KSS) in basic education has contributed to teaching quality and the development of some
schools. However, at the same time it brings about many serious problems such as failure to attain educational objective,
being away from the goal of education equity, arising students’ mental or emotional problems, lack of moral education, vicious
competition among schools and so on. It can be said that the present educational problems are tied closely to “KSS”. As a
result, this paper attempts to do a deep reflection on it to promote the education reform of China.
Translated from Jiaoyu Xuebao 教育学报 (Journal of Education Studies), 2006, 2(2): 36–42 相似文献
12.
Yusef Waghid 《Higher Education》2006,51(3):315-328
In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions
under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning).
This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms.
I argue what it could mean for university teachers and students to reason together with one another in classroom practices.
Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience
“intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms. 相似文献
13.
This study examines metaphors about learning produced by a group of eighteen students at a big public university in Malaysia.
The learner perspective is placed within a wider discourse on education in order to explore whether the images employed by
the learners to describe their learning reflect the dominant conception of education as “production”. The metaphors supplied
by the participants were analyzed and classified into several themes. None of the metaphors generated by the students alluded
to the images that link education with “production”. The study contends that the student perspective on education can enrich
educational discourse and highlight the previously obscured notions on education and learning. 相似文献
14.
Marie Huet-Gueye Myriam de Léonardis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,8(Z1):367-391
PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education
system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since
1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of
psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child
units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how
children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools. 相似文献
15.
Filippo Camerota 《Science & Education》2006,15(2-4):323-334
This article explores the transmission of practical knowledge in the XV and XVI centuries. According to cosmographer Egnatio
Danti, optics and other mathematical sciences had “been banished” from the main philosophical schools of his period, and “the
little which remains to us is limited to some practical aspects learned from the mechanical artificers”. The “mechanical artificers”
were architects, painters and surveyors whose mathematical training constitutes the subject dealt with in this article. The
context of Danti’s remark was the letter to the “Accademici del Disegno” of Perugia which introduce his Italian translation
of Euclid’s Optics. After the great Medieval season of optical studies, in effect, this science progressed mainly through its practical applications,
especially through “that part of perspective which pertains to painting” (Piero della Francesca), and through the spread of
methods and instruments for measuring by sight. 相似文献
16.
Heila Lotz-Sisitka 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,38(2):207-220
This paper considers the question of what education for sustainable development (ESD) research might signify when linked to
the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives
on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly,
it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This
research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD
research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding
of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda. 相似文献
17.
Corrie Giles 《Journal of Educational Change》2006,7(3):179-208
This article focuses upon the sustainability of secondary school visions during a period of increasingly complex economic, social, demographic, and accountability driven change (1970–1990). Much of the classic change literature of this period highlights the failure of teachers to implement reform, and implicitly leans towards overcoming their resistance with short-term solutions so that external mandates can be institutionalized more effectively. Longitudinal studies are rarely attempted that consider the cumulative impact of both internal and external “change forces” upon teachers, or that identify the conditions necessary to ensure the sustainability of a schools vision “over time”. Viewed through the lens of resiliency, this article explores data from two high schools that participated in the Change Over Time Study (Spencer Foundation Grant number 199800214). Data suggest that not only can teacher resistance to innovation make good sense, but also, under certain conditions rarely supported by standardized reform, it can evoke a resilient, even activist, self-renewing response to change otherwise perceived to be disruptive or harmful to their school’s founding vision. 相似文献
18.
Positive attitudes of key stakeholders, such as school principals, towards a new policy are considered a necessary pre-requisite
to implement any such policy. Hong Kong has recently formulated a policy that supports the integration of students with disabilities
into regular schools. This study investigated the attitudes of Hong Kong primary school principals toward integration, with
a view to determining if these school leaders are prepared to implement integrated education practices in their schools. A
modified version of the School Principals’ Attitudes toward Inclusion scale (Bailey, 2004) was used to collect data from participants.
Based on the responses of 130 primary school principals, it was found that their attitudes toward integration were slightly
negative. Principals who had less teaching experience and who were administering schools with smaller student enrolment were
found to hold more positive attitudes toward integration. The variable of “having a family member or close friend with a disability”
had a significant and positive effect on the principals’ attitudes toward integration. 相似文献
19.
The link between learning and the knowledge-economy is so crucial that the Organisation for Economic Co-Operation and Development
has reconceptualised the term knowledge-economy to call it “learning economy”. Ultimately, one of the main challenges of learning
and development in the 21st century is to evaluate the significant learning attributes of the adult learners. Literature on
Students’ Approaches to Learning (SAL), were used to conceptualise the study. However, researchers have reported the weakness
of the SAL for cross-cultural studies. This study acknowledges the importance of cultural issues in the study of learning
approaches. The adapted version of SPQ, i.e. R-SPQ-2FM (Revised-Study Process Questionnaire-2 Factors Malaysia) which considers
both etic (universal) and emic (culturally specific) characteristics was administered on 532 Malay and 326 Chinese Malaysian
adult learners. Results show that there are significant cross-cultural insights between Malay and Chinese adult learners,
particularly in the Understanding and Memorising Approach, Career/Achieve Motives constructs, the effects of “work experience”
and “time spent on study” have on approaches to learning. Findings above would strengthen “evidence-informed” policy making
for Malaysian authorities or regional policy makers in the Asia Pacific. 相似文献
20.
The paper reviews Asia–Pacific higher education and university research, focusing principally on the “Confucian” education
nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special
developmental dynamism—still playing out everywhere except Japan—and have created a distinctive model of higher education
more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university
was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding
and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding
of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) “one chance” national examinations
that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public
investment in research and “world-class’ universities. The Model has downsides for social equity in participation, and in
the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid
low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each
and all of mass tertiary participation, university quality, and research quantity and quality. 相似文献