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1.
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
2.
Trevor Gale 《The Australian Educational Researcher》2011,38(1):5-23
The field of Australian higher education has changed, is changing and is about to change, repositioned in relation to other
“fields of power”. It is a sector now well defined by its institutional groupings and by their relative claims to selectivity
and exclusivity, with every suggestion of their differentiation growing. The potential of a “joined-up” tertiary education
system, of vocational education and training (VET) and universities, has the potential to further rework these relations within
Australian higher education, as will lifting the volume caps on university student enrolments. Moreover, Australian universities
now compete within an international higher education marketplace, ranked by THES and Shanghai Jiao Tiong league tables. “Catchment
areas” and knowledge production have become global. In sum, Australian universities (and agents within them) are positioned
differently in the field. And being so variously and variably placed, institutions and agents have different stances available
to them, including the positions they can take on student equity. In this paper I begin from the premise that our current
stance on equity has been out-positioned, as much by a changing higher education field as by entrenched representations of
social groups across regions, institutions, disciplines and degrees. In taking a new stance on equity, the paper is also concerned
with the positioning in the field of a new national research centre with a focus on student equity in higher education. In
particular, the paper asks what stance this new centre can take on student equity that will resonate on a national and even
international scale. And, given a global field of higher education, what definitions of equity and propositions for policy
and practice can it offer? What will work in the pursuit of equity? 相似文献
3.
Some proposals for change to the role of the catholic sector in the Australian school funding policy process 总被引：1，自引：0，他引：1
Michael Furtado 《The Australian Educational Researcher》2006,33(3):55-90
This paper is set against a history of school funding policies in Australia that begins with the first public policy recognition
of the disadvantages experienced by government and non-government schools in the 1973 Schools in Australia (Karmel) Report.
The paper traces a history of school funding policy linking it with the current backlash against public education and retaliatory
backlash constructions of public schools as the new disadvantaged in an increasingly competitive and deregulated school funding
policy environment. These backlashes, argued to be against the indiscriminate funding of independent schools policy by several
protagonists of public education, are framed in terms equivalent to what Lingard and Douglas (1999) have called ‘recuperative’
politics. From the kind of recuperative statist politics considered in this paper, construing the backlash effects of public
and private schools as damaging and unproductive as those emerging from the gender wars in education policy, I propose a move
to an Australian school funding arrangement in which all schools, both public and private, are integrated into one deregulated
and equally funded sector, as typify diverse school provisions in several OECD polities (Caldwell 2004, FitzGerald 2004).While
briefly tracing a school funding policy chronology, this paper also concentrates on the current policy moment in relation
to school funding, that signals the end of distinctive public and private education sectors, and in the context of which it
argues that private schools should be funded equally to state schools, a trend in evidence since 1996. The focus on the current
policy moment entails an abbreviated analysis of the Fitzgerald Report (‘Governments Working Together: A Better Future for
All Australians’ 2004), which makes a number of recommendations to the Victorian and other governments in relation to the
public funding of all Australian schools1. The paper addresses the impact of this trend especially on the funding of Australian Catholic schools. 相似文献
4.
Noel Gough 《The Australian Educational Researcher》2009,36(2):1-19
Australia is often portrayed as a place in which young people are in jeopardy. In 19th century literature and art, the recurring
motif of a child lost in “the bush” became an increasingly significant dimension of European settlers’ experiences of Australia,
whereas during the latter half of the 20th century analogous cultural narratives shifted towards urban environments and the
plight of young people endangered by their parents’ generation. In contemporary popular culture, Australia’s cities and suburbs
are places where children are aborted, abandoned, exploited, murdered or never conceived. Like the bush-lost children before
them, these “at risk” young people symbolise adult fears of self, society, and the future. My concern is that the most common
public policy response to these persistent fears and insecurities is to retreat to a politics of complexity reduction. Many
politicians and public opinion leaders see teachers and schools as being in the vanguard of people and institutions dedicated
to Australian children’s educational ruin, and simplistically seek to “protect” them with blunt instruments such as back-to-phonics
literacy and a national curriculum. I argue that Australia’s young people are much more seriously endangered by the symbolic
violence of those who position them as docile receptors of whatever schools and teachers serve up to them, and who treat them
as passive screens upon which to project their own anxieties. 相似文献
5.
David A. Greenwood 《Cultural Studies of Science Education》2010,5(2):351-359
What is the role of education in wartime? To what extent should environmental and science educators directly address violent
conflict and a culture of prolonged war? This article gestures with empathy toward all educators who are working in wartime.
It posits that a critical pedagogy of place provides a theoretical framework that contextualizes all environmental work and
all education in the context of cultural politics. I argue that a fundamental component of a critical, place-based inquiry
must be acknowledging the contested history of colonization with respect to land (environment) and homeland (culture). I cannot
think of a place on the planet where this history is as complex and contested than it is in Israel and Palestine. However,
colonization and its legacy is a shared reality around the world, and acknowledging the context of colonization should not
be limited to inquiry in places where the bombs are still smoldering and where the rubble has yet to be cleared. Acknowledging
colonization may be especially appropriate in the US, where the historical record of militarized colonization remains hidden
behind the myths of global “progress” for the world’s remaining “superpower.” 相似文献
6.
Ian Hardy 《The Australian Educational Researcher》2009,36(1):73-88
This paper reveals how the provision of teacher professional development is conceptualised within the Australian Government
Quality Teacher Programme (AGQTP) policy text and its predecessors, and uses these texts to infer the nature of the production
practices associated with the development of these policies. The paper argues that multiple tensions within these texts gesture
towards support for complex and contested approaches to professional development during the policy production process. To
make sense of this contestation, the paper draws suggestively upon Bourdieu’s field theory, which conceptualises the social
world as consisting of social spaces or “fields”, and extensions of his theory, which reveal fields as exerting considerable
influence upon one another. The paper argues that “Quality Teacher Programme” texts infer support for more progressive, social
democratic approaches to the provision of teacher professional development within the educational policy field, as well as
more economistic and neoliberal approaches. 相似文献
7.
We review our involvement in social justice movements and projects over the past half-century that led to our understanding
of importance of democracy. We contrast our understanding based on our extensive involvement in schools, our record of accomplishments
from national and state legislation. e.g., “New Careers” projects, task forces in Australian state schools, to successful
inclusion of the excluded into higher education, e.g.,. Upward Bound and HEP with Critical Pedagogy which at least from its
most prominent advocates is mostly talk, little action. We contrast our testable democratic theory with clearly articulated
principles with Critical Pedagogy efforts to impose “truth.” 相似文献
8.
This paper discusses an initial analysis of the form of Australian postgraduate scholarship over the last four decades in
relation to curriculum inquiry. The study forms part of an ARC funded project on the shifts and emphases of Australian curriculum
policy from 1975 to 2005 which seeks to contribute to understandings of how Australian curriculum has developed across states
and over time. Analyses of changing emphases within education thesis production are hampered by the lack of systematic and
consistent indexing of the theses, but within the criteria and methods we used, the thesis analysis elicited some tantalising
findings. These seem to show a changing focus away from curriculum study in the most recent decade of Australian postgraduate
theses, following three decades of rising interest in that area of education. But the study also demonstrated inherent methodological
and practical problems for doing the inquiry itself, in terms of (1) the ways we categorise and think about education as a
field; (2) limitations of the archiving and coding practices we have put in place to sustain a sense of our own history and
the need to improve these; and, (3) potentially, research assessment now in train, and its intention to categorise work via
“field of research” codes. 相似文献
9.
Conclusion Developing an easy-to-use, complete, practical, reliable, and cost-effective solution for delivering training and education
on the Internet has required considerable research and development. We have found that off-the-shelf technologies offer only
partial solutions, at best. Even when the software problems were solved, however, we found that our work was just beginning.
An effective solution requires software technology, but expertise in instructional design has been equally important. The
learning environments our clients create on the Internet have the potential for both “high tech” and “high touch.” These clients
are finding ways to reach beyond the physical limitations of the classroom, but—perhaps more significantly—they are using
the system to reach beyond the limiting assumptions of the classroom as well. As they—and we—do so, we will begin to understand
the ways in which the Net really is a new medium. 相似文献
10.
This article received the “Implications of Research for Educational Practice” award at the 1995 meeting of the Association
for the Education of Teachers in Science. The award is made possible by Carolina Biological Supply. An adaptation of this
article, entitled “Don’t Compare, Complement: Making Best Use of Science Centres and Museums,” was published in the 1995 Set:
Research Information for Teachers, Number 1, Item 1, by the New Zealand and Australian Councils for Education Research. 相似文献
11.
Crain Soudien 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,32(1):261-275
The 14th World Congress of the World Council of Comparative Education Societies (WCCES), held in Istanbul in June 2010, was
entitled “Bordering, re-bordering and new possibilities for change in education and society”. It opened with this address,
in which the author explores how the idea of a norm works for education using key benchmarking mechanisms such as the Global
Monitoring Report (GMR). Aside from the issues of equality and access to education, the question of quality is at the heart
of debates almost everywhere. From the very beginning of comparative education as a field right up to where we find ourselves
today, an abiding concern has been how we might learn from the education systems of others to improve our own. Critical, for
the purposes of this discussion, is the assumption that we have reached a point in educational development in these mechanisms,
in what we value and for which we will hold each other accountable, where we give no status to hierarchy. The author is essentially
interested in the question of whether we have a sufficiently robust universal understanding of “value” and quality. 相似文献
12.
Kathleen L. McFadden Shi-Jie Chen Donna J. Munroe Jay R. Naftzger Evan M. Selinger 《Innovative Higher Education》2011,36(3):161-176
In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes
the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research,
we surveyed healthcare executives to examine their perceptions about the need for such a program and the importance of core
subject areas. Drawing on our findings as well as the literature on “interactional expertise” and “wicked problems,” we provide
a detailed method for launching an interdisciplinary program. Our process may be useful in guiding other institutions interested
in setting up new interdisciplinary programs of their own. 相似文献
13.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
14.
Maya Kadakia 《TechTrends》2005,49(5):29-32
Conclusions Using Morrowind to bring up moral issues proved highly successful in raising the engagement level in my classes. I observedagreaternumberandvarietyofstudentsvolunteering,
which cut across lines of race, class and gender. Students’ body language implied that they were actively paying attention.
And the students themselves noticed greater engagement and understanding. “I think it [using a video game] was a good idea,”
wrote one of my students, “Sometimes when you look at situations in a different perspective you get a better understanding.” 相似文献
15.
Adam Scrupski 《Academic Questions》1999,12(3):36-49
Summary A movement among universities noted for research and for rigorous scholarship that would have insured a significantly improved
education for prospective teachers was transformed in a short time, about ten years, into another agency of centrally inspired
“school refrom,”
The Holmes Group’s initial program called for prospective teachers to undergo five years of general education and teacher
education, devoting the undergraduate years largely to arts and sciences. It also called for a closer collaboration between
teacher educators and arts and science faculty in order to prepare preservice teachers to teach more rigorous pedagogically
organized subject matter. Included in the early Holmes agenda was the concept of a professional development school as a public
school site for pedagogical application, under the direction of veteran teacher cadres. However, as a consequence of an increasingly
liberal academic ideology, informing a persistent criticism of Holmes’s original proposals as elitist and insufficiently activist,
the Holmes group came in a short time to underplay its call for a five-year program, to back off from a closer collaboration
between teacher educators and arts and sciences faculty, and to transform its concept of an affiliated public school from
a site for pre-service pedagogical classroom practice into an exemplary school-to-be.
Some hope may remain: the Holmes staff recently distributed the “Conference Proceedings” of the January 1998 annual convention
held in Orlando. On page 42 of those proceedings, Arthur Wise, the peripatetic head of NCATE (National Council for Accreditation
of Teacher Education—now a Holmes “partner” at the national level) found Holmes neglectful of an appropriate concern for arts
and sciences education for prospective teachers. Wise was a “ranconteur” in Orlando; as such he was expected to provide a
“reflective response” to the conference. He said, apologetically, I might offer my one sound of criticism ... I just worry
when I see that ... we may be paying too much attention to the external aspects of school and maybe not enough to the guts
of the matter which is, after all, content and how to teach it. 相似文献
16.
Wesley Shumar 《Cultural Studies of Science Education》2010,5(2):495-506
Homi K. Bhabha is not only a major postcolonial theorist, but he has also become an important thinker for education. This
article reviews the major themes of Bhabha’s work as it applies to education. The article also cautions us that the pressures
in scholarship are to “reify” thinkers and their concepts and then “spend” those concepts like currency in the academic marketplace.
This form of commodification is antithetical to progressive scholarly work. The article encourages a resistance to this form
of commodification through a more complex engagement with the theories developed by Bhabha and an appreciation of the contradictions
in the process of that engagement. 相似文献
17.
Brian M. McCadden 《The Urban Review》1996,28(4):335-345
Currently, education leaders and reformers from government, business, schools, universities, and communities are battling
to “fix” what was discovered to be “broken” in 1983, when theNation at Risk report was first published. Many of these reform leaders warn us to beware of reform fads. Fads are seen as curricular or
organizational movements that enjoy a quick ascent to the forefront of reform initiatives, but that just as quickly fade to
footnote status. In this paper, i explore the caring ethic as a reform effort, and as a possible “fad.” I examine the life
cycle of reforms to see why some become fads while others apparently endure. I discuss several levels at which reform operates
and the impact these levels have on school practice. Finally, i point out ways in which advocates of the caring ethic may
be pushing it toward faddishness (ultimate failure) and offer ways in which they may avoid such an outcome. 相似文献
18.
Zhongping Hu 《Frontiers of Education in China》2007,2(2):201-213
One of the main reasons of the fact that Chinese moral education could hardly get out of its predicament is that “self-regard”
has been simply and unilaterally interpreted as the absolute opposite to morality, where “self-regard” is merely regarded
as the source of “everything evil”, and the fact that it is also the source of “everything good” is neglected. Actually, “self-regard”
is the nature of human beings who go for benefit and avoid harm, which is inevitable and reasonable. It is not naturally opposite
to altruism, for there is no problem concerning morality in self-regard itself, though there might be some in the means adopted.
Therefore, the aim of moral education is not to deprive a person of his/her intention of self-regard, but to normalize the
means he/she might adopt, so that he/she could suitably benefit himself/herself as he/she benefits others. It is proven by
the past experience and the present situation that the key premise for the Chinese moral education to get out of its predicament
is to set up a correct understanding over self-regard.
Translated from Xueshu Yanjiu 学术研究 (Academic Research), 2005, (6): 117–120 相似文献
19.
Policy as numbers: ac/counting for educational research 总被引：1，自引：0，他引：1
Bob Lingard 《The Australian Educational Researcher》2011,38(4):355-382
This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its
effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics
and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the
governance turn and neo-liberalism have strengthened the role of numbers in contemporary education policy. This phenomenon
is situated in the contemporary ‘structure of feeling’, which sees politics reduced to managing the everyday and the evisceration
of a progressive imaginary. The paper then documents the impact within education, focusing both on the emergent global education
policy field and on the national agenda in Australian schooling and the related rise of ‘gap talk’, both globally and nationally.
The paper concludes by drawing out some implications for educational research, suggesting that we as educational researchers
are also being positioned by policy as numbers. 相似文献
20.
Michalinos Zembylas 《Interchange》2006,37(3):251-275
There is an increasing interest in the role of emotions in education. The concept of “emotional intelligence” is an example. There are various discourses being developed in education about the importance of emotions. One such emerging discourse builds on the argument that greater emphasis on emotions under some circumstances and control over others is functional and effective for the economy. The goal of this paper is to provide a series of reflections on the “fate” of emotions in education in an era where they appear to be marketed and discussed to an unprecedented degree. In doing so, I wish to intervene in current debates about the role of emotion in education and expose some of the complexities in the “(un)managed heart” and the dilemmas of valorization and/or rejection of emotions that are promoted in education at the dawn of the 21st century. I argue that a critical inquiry of various challenges in a postmodern culture of emotions constitutes new forms of educational spaces and signifies new understandings of the grounds for problematizing the instrumentalization of emotion in education. 相似文献