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1.
Scientific journals are the primary mode of formal communication in science. The ISI Impact factor, a bibliometric indicator that measures the citation rate of the “average” article in a journal, has been widely used for the assessment of the quality of scientific production of individuals, research teams or institutions. The purpose of this paper was to present the impact factor, examine the main limitations in its calculation and applications and to give a general overview of the impact factor of education journals for the period 2000–2005. Several problems related to the calculation of the impact factor have raised serious concerns about its validity and usefulness. Our findings suggest that education journals included in the Journal Citation Reports (JCR) represent about 11% of the active, referred, academic journals. Education journals have relative low impact factors, in absolute values and in comparison to other Social Science categories. Application of the intraclass correlation coefficient showed that journals belonging to the “Education and Educational Research” category had relative stable impact factor values for the examined 6 years. This was not the case for the journals from the “Education, Special” category. It was concluded that the use of impact factor for the evaluation of journals, articles and researchers should be done with considerable care. 相似文献
2.
This paper outlines how a heritage and ICT project entitled ‘The Sligo Seashore Project’ was organised in twelve Irish primary schools from September 2001 to June 2003. The project was coordinated and supported by the ICT Advisor, Sligo Education Centre and the Heritage Officer, Sligo County Council. It was an extension of “Exploring the Field Fences of County Sligo”, a Schools Integration Project or SIP, one of the initiatives of the National Centre for Technology in Education (NCTE) in the Schools IT 2000 programme. The project sought to promote high levels of awareness and understanding of seashore heritage amongst the participants. It also gave them an opportunity to learn with and through ICT and in that way learn in a new and different way. The project was sponsored by a number of national and local organisations both public and private. The schools were situated on or close to the County Sligo coastline and were provided with resource material and computing equipment and received a number of supports including ICT training in digital media. The students studied the following areas: animals, habitats and plants, man and the sea and history of our coast. The students recorded their findings through essays, stories, written articles, artwork, crafts, puppets, models, photographs, maps and multimedia presentations. The second phase involved the collection and organisation of all the project material in preparation for the construction of a website, www.sligoseashore.com which developed a range of resources for teachers and students. The project was awarded first prize at the 2003 eSchola awards where the chair of the judging panel said it was “beautifully designed and perfectly integrated from a pedagogical point-of-view”. The project is ongoing. 相似文献
3.
In this article we examine a flexible curricular approach known as the “Option.” The Option enables students to supplement traditional majors with a coherent set of courses and other educational experiences in a related, often interdisciplinary field. Options can act as curricular bridges between mainstream academic fields and problems of professional practice. They can also give students experience with emerging subject areas (e.g., biomedical engineering). Options serve as laboratories for experimenting with new subject areas before incorporating them fully into the curriculum as majors and minors. Hence, Options promote creativity and risk-taking by providing a proving ground for potential new academic programs.Roger G. Baldwin received his doctorate in higher education from the University of Michigan. He is currently Professor of Higher, Adult, and Lifelong Education at Michigan State University. His research interests include curriculum development and reform, faculty career development, and organizational change. Melissa J. Baumann received her doctorate in Materials Science and Engineering from Case Western Reserve University. She is currently Associate Professor of Engineering at Michigan State University. Her research interests include biomedical materials research, specifically ceramic scaffolds in bone tissue engineering and biomedical engineering education. 相似文献
4.
Elspeth Crawford 《Interchange》2005,36(1-2):49-72
A central thesis of this paper is that the mind and its thought evolve out of the experience of the whole person in their unique surroundings. It attempts to articulate the meaning and value of Emotional Education, especially in its relation to thought processes. It shows the value of learning from the particular, and from awareness of feeling states. It shows how making emotional enquiry can change the nature of the thinking, reducing the need of the thinker, and involves experiencing while not-knowing as well as more usual rational approaches.Recent affirmations from neuroscience of the psychoanalytic picture of conscious awareness arising from unconscious emotional processes are noted. Systemic and emotional thought processes are described and illustrated.While the nature of unconscious choice is recognised as part of all thought process, the “use of self” is explored as a conscious means of influencing the nature of thinking, and the attributes of both person and context necessary to flourishing thought are contrasted with the human needs which produce mistaken thought. Some questions which have been asked by students in Emotional Education classes, about free will, abuse, and ethics are raised. I hope the gratitude to people who have shared their feelings in order to think and be thought about in “emotional thinking” is evident; it is very real to me. 相似文献
5.
Among the aims of education is the endeavor to bring students closer to an understanding of the world-at-large. Although pedagogical methods vary, educators would certainly agree that changing students’ knowledge and beliefs is among the end-goals of successful education (Murphy, 1998, Unpublished Doctoral Dissertation. University of Maryland, College of Education, College Park, MD). In the educational research literature, this “coming to know” has been referred to as conceptual change, and more recently there has been a resurgence of interest in “coming to believe” most often referred to as persuasion. Given that many researchers have defined belief as a form of knowledge, the delineating features of these two constructs are somewhat opaque. This present work closely examines these two constructs by identifying theoretical forbears of conceptual change and persuasion theory in the domains of philosophy and psychology with the intent of tracing their influence on educational research and practice. 相似文献
6.
This paper presents an evaluation of the design and implementation of a course for inservice science teachers, which was undertaken in Seville (1988, Spain) by requirement of the Ministry of Education and based on a didactic model named “Research at School”. The research was designed to evaluate and test the validity of this activity as a strategy to inform teacher educators, and also to encourage their professional development. 相似文献
7.
The publication of the National Commission for Higher Education (NCHE) in 1996 was hailed as the first systematic attempt to map out a policy terrain for higher education in South Africa since the elections of April 1994. Its recommendations, particularly on the governance of higher education, elicited much discussion and debate. The debate continued (and continues) with the publication of the Green and White Papers, the Bill on Higher Education, and the Higher Education Act (HEA) in late 1997.This paper explores and seeks to clarify the emerging model of educational governance that has been accepted by the Ministry of Education in South Africa as the basis for managing and transforming the inherited system of higher education. Specifically, the paper considers the philosophy of “co-operative governance” and the governance recommendations of the NCHE Report and the HEA. These documents are examined in relation to state control and state supervision models of higher education governance. The paper concludes by considering the politics of policy development in the transformation of the South African higher education governance system. 相似文献
8.
Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics. 相似文献
9.
A survey was administered to University of Kentucky freshmen enrolled in introductory composition courses. Former Kentucky high school students were asked to describe their high school writing experiences since the 1990 passage of the Kentucky Education Reform Act (KERA) and the implementation of its controversial testing and accountability component. The survey revealed much that is positive. Almost three-quarters of the students reported writing daily in high school in a variety of disciplines. Approximately one-half rated their writing abilities as “above average” or “excellent” and felt prepared or somewhat prepared to write in college. Most reported regularly employing writing process strategies. Few, however, mentioned consideration of purpose and audience as part of their approach to writing, even though these are the two most important criteria for scoring the portfolio. Some two-thirds of the students responded that compiling the portfolio was not a useful activity. These findings suggest that KERA's accountability system may be undermining the instructional improvements it was intended to foster. In its haste to implement mandated reform, the state failed to take into account students' willingness to assume new roles as “creators, authors, and owners” of writing portfolios. Students' negative attitudes toward writing under KERA may reflect a more widespread misunderstanding among teachers and administrators of the theoretical bases for the writing portfolio. Professional development might help to dispel some of this negativity, but classroom teachers alone cannot bear responsibility for ensuring that students see “real world” value in the writing portfolio. Public schools, post-secondary institutions, and employers must work together to find authentic uses for the portfolio. 相似文献
10.
Schwab (Schwab, J. J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association, Center for the Study of Instruction) named the teacher, learner, subject matter, and milieu as the desiderata essential for curriculum making. In our research, the teacher commonplace has formed the entry point of inquiry. Increasingly, the milieu commonplace has perplexed us. In this article, we examine what we have termed “traveling stories” through different field texts focusing on what happens when individuals from different milieus are brought together in one school context. We explore how learning may be shut down in a miseducative way or opened up to educative possibilities through understanding the influence of diverse milieus—those we vicariously carry with us and those we currently share with others—and how they converge to shape the meanings individuals create in seemingly shared situations. 相似文献
11.
12.
The significance of e-Learning and knowledge management at the workplace cannot be overemphasized. With the rapid change in all types of working environments, especially medical and healthcare environments, there is a constant need to rapidly train and retrain people in new technologies, products, and services found within the environment. There is also a constant and unrelenting need for appropriate management and leveraging of the knowledge base so that it is readily available and accessible to all stakeholders within the workplace environment. In addition, within the medical and healthcare setting, certain other factors reinforce this need for constant refreshing, training, and retraining of its workers. These factors are outlined below:
- • Heightened expectations for improved quality of healthcare services from an increasingly aware and empowered public,
- • Acute shortage of doctors and other healthcare professionals (requiring “multitasking” efforts from individuals and thus “forced” learning of new skill sets),
- • Heterogeneous standards of healthcare as practised by medical practitioners necessitating policies designed to audit and streamline medical and healthcare practices as per enforcement of minimal credit points to be tied up to issuance/renewal of annual practicing certificates (APC),
- • Increased complexity of healthcare services, technologies and products, and,
- • Accelerated technological changes.
- • Just-in-time Continuing Medical Education (CME), which refers to significant and relevant information that can value-add to patient management at the appropriate time and appropriate segment of encounter,
- • Formal Distant Education (FDE), which refers to electronic courses delivered online resulting in award of certificates conferred by accredited academic institutions or agencies,
- • Modular Distance Learning (MDL), which refers to packaged learning modules designed to maintain competencies and to excel at relevant knowledge and skills which are tied in to issuance/renewal of practising licenses of the healthcare professionals, and,
- • Personalised CME, which refers to knowledge, information, and skill sets pushed to healthcare professionals tailored to their areas of expertise, interest, and need.
13.
Nationwide, state policy-makers have increasingly adopted curriculum standards as a means of improving education. However, relatively little empirical research has been done to investigate if a link actually exists between curriculum standards and student performance. Using data collected by the New York State Department of Education, the impact of standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function. Curriculum standards are operationalized as the award of a “50–64” variance, which is considered a means of increasing the number of students taking demanding courses. The findings suggest that curriculum standards can improve student performance, but they do little to improve equity. While larger portions of pupils pass curriculum-based assessment exams, continued associations between select student characteristics and student performance remain. 相似文献
14.
Lung Hung Chen Chia-Huei Wu Ying Hwa Kee Meng-Shyan Lin Shang-Hsueh Shui 《Contemporary educational psychology》2009,34(4):298-305
In this study, the hierarchical model of achievement motivation [Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143–179). Greenwich, CT: JAI Press] is used to investigate the motivational mechanism behind the relationship between fear of failure and self-handicapping adoption. A cross-sectional design was employed. The participants were 691 college students enrolled in physical education in Taiwan. Students completed the Performance Failure Appraisal Inventory (PEAI-S; Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional measurement of fear of failure: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76–90), the Chinese 2 × 2 Achievement Goal Questionnaire for Physical Education (CAGQ-PE; Chen, L. H. (2007). Construct validity of Chinese 2 × 2 achievement goal questionnaire in physical education: Evidence from collectivistic culture. Paper presented at the 5th conference of the Asian South Pacific Association of Sport Psychology. Bangkok, Thailand) and the Self-Handicapping Scale (SHS; Wu, C. H., Wang, C. H., & Lin, Y. C. (2004). The exploratory and confirmatory factor analysis of self-handicap scale for sport. Journal of Higher Education in Physical Education, 6(1), 139–148). Structural equation modeling was conducted. Generally, the results showed that mastery-avoidance and performance-avoidance goals partially mediated the relationship between fear of failure and self-handicapping. The results are discussed in terms of the hierarchical model of achievement motivation, and its implications for physical education are also highlighted. 相似文献
15.
This is a response to [Jordahl, H., Poutvaara, P., & Tuomala, J. (2009). Comment on education returns of wage earners and self-employed workers. Economics of Education Review 28]. We acknowledge that econometrics have improved since the time our original paper was written, so that the choice of accurate instruments is now more deeply founded. However, in this note, we argue that the differences in the estimates obtained by Jordahl et al. (2009) has been generated not only because the “sensibility of HT estimators to the choice of instrumental variables”, but also to the estimation metholology followed by them, in which rarely changing variables are considered to be time-varying. 相似文献
16.
Stephen J. Bagnato Hoi K. Suen Dale Brickley Janell Smith-Jones Ernie Dettore 《Early childhood research quarterly》2002,17(4):117
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model. 相似文献
17.
China's inclusive education initiative began in mid-1980s under the name of “Learning in Regular Classrooms”. The purpose of this research is to examine how Chinese Local Special Education Administrators understand the ideology of inclusive education and LRC model by using a qualitative investigation. The results indicate that the Chinese inclusion is driven by pragmatic needs to enroll more children with disabilities who were denied education into schools, and LRC has been practiced in a different social and cultural context from inclusive education initiative in the West. The authors conclude that China should make generalised changes in the whole education system and society to bring greater opportunities to those with disabilities. 相似文献
18.
Donald Freeman 《Teaching and Teacher Education》1991,7(5-6)
The influence of teacher education on teaching is a problematic area, both in practice and in research. Often, because much research adopts a “first-order” perspective which focuses on teachers' behaviors, influences of teacher education are seen as temporary, negligible, or difficult to determine. The study reported here grew out of a general concern to document, via a “second-order” perspective which examines their thinking and perceptions, how teachers modify or improve what they do through formal teacher education. It addresses three important areas which have received little attention in recent research: foreign language teaching, in-service graduate education, and the role of a shared, professional discourse in developing teachers' conceptions of teaching. The paper presents a summary of the findings of an 18-month longitudinal study which examined how foreign language teachers' conceptions of their classroom practice developed as they took part in an in-service teacher education program. The paper discusses how the program's shared professional discourse contributes to increasing the complexity of the teachers' thinking about their teaching and suggests that as they learn to articulate their de facto ways of thinking in the shared discourse, the teachers gain greater control over their classroom practice and are thus more able to shape it to their own ends. 相似文献
19.
Currently, it is strongly suggested that our thought processes are largely metaphorical in nature. Indeed, the metaphors we use not only represent the way we perceive the world and reality but also shape our professional ideas, attitudes, and practices. This study employs metaphor as a means of research to provide insights into the images prospective classroom teachers have of themselves as future teachers (i.e., professional self-images), their elementary teachers (i.e., former classroom teachers), and their cooperating teachers (i.e., supervisors of student teaching practices). Data for this study were gathered through the administration of a Likert-style questionnaire consisting of 20 metaphorical images of “classroom teacher” to 363 exit level elementary teacher education students enrolled in the Faculty of Education of Selcuk University in Turkey during the 2002–2003 academic year. Results indicate that the teacher candidates in this study appear to be less teacher-centered and more student-centered than their both elementary and cooperating teachers. Also, female teacher candidates appear to be less teacher-centered and more student-centered than their male peers. Implications for preservice teacher education and further research are discussed. 相似文献
20.
The following article utilizes methods of educational connoisseurship and educational criticism to describe, interpret, appraise, and thematize the videotape of U.S. Secretary of Education, William Bennett teaching Federalist Paper No. 10 to a group of high school students. The aim of this approach to the study of classroom practice is to give the reader a vivid picture of what has transpired, to try to account for what has been described, to appraise the educational significance of what has occurred, and to extract from the particular situation general themes having import for other educational situations. The following article is a vignette, a short sketch. It was written from a videotape, not a “real” classroom. Nevertheless, it attempts to portray the qualities, significance, and educational meaning of the lesson. 相似文献