共查询到20条相似文献，搜索用时 221 毫秒
1.
“Learning in Regular Classrooms” (LRC) has been the main strategy to universalize compulsory education for children with special
educational needs in China after 1980s. Methods such as whole-class teaching combined with individual tutoring, differentiated
teaching, and cooperative learning have been widely practiced in general classrooms for students with special educational
needs. However, high instructional quality for students with special educational needs in mainstream classrooms is far from
being realized, and this is due to the lack of expertise, support and resources, and effective assessment measures. The authors
conclude that efforts are needed to change the education system from the current rigidity toward a more flexible system to
better accommodate diverse needs in general classrooms. 相似文献
2.
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
3.
William E. “Brit” Kirwan 《Innovative Higher Education》2010,35(2):101-111
Higher education in America has experienced periodic “inflection points” that have served to significantly alter the higher
education landscape and dramatically change the focus and actions of the American research university community. We are on
the leading edge of a new inflection point that could be—despite prevailing economic challenges—an opportunity for higher
education to meet and address some of the great challenges facing our nation, such as economic competitiveness, health care
and health care delivery, and environmental sustainability. These are challenges higher education is, in fact, uniquely suited
to address. 相似文献
4.
Andrés Bernasconi 《Higher Education》2006,52(2):303-342
The expansion of private sectors of higher education has usually been regarded as a factor of diversification in higher education
systems. Some of this differentiation has been found to arise from the affiliation of private institutions with organizations
outside the field of higher education. This article reports the results of a study of this form of interorganizational relationship
in private universities in Chile. Cases include universities founded or sponsored by religious, business and military organizations.
A typology of private universities is proposed, on the basis of the forms affiliation (or its absence), was observed to take
in the cases examined. Weak and strong forms of affiliation are described, and affiliated universities are compared to “proprietary”
universities, i.e., those owned by individuals who govern them from their positions in the board of directors, and “independent”
universities, in which governance lies with internal – academic or administrative – constituents. Albeit derived from the
case of Chile, the typology could be applied to the analysis of private higher education in other national systems. The second
part of the article seeks to ascertain whether affiliation operates as a source of differentiation in Chilean private higher
education. Results show that, compared to the other types of private universities, the affiliated ones possess distinctive
mission statements and declarations of principles, consistent with the orientations of their sponsor institutions, they tend
to be smaller, and to have more full-time and better qualified faculty. Some receive financial support from their sponsor
organization or its members. Distinctiveness was not found in indicators of prestige and student selectivity, nor in tuition
levels, program offerings, curriculum design, the weight of research and graduate programs in their functions, student socioeconomic
profile, and faculty involvement in governance. This is not to say that there are no differences in these dimensions among
private universities: much diversity exists, but most of it cuts across all categories of interest for our study. Overall,
affiliation does not appear to be a strong factor behind the diversification that exists in the Chilean private university
sector. 相似文献
5.
Min-xuan Zhang 《Frontiers of Education in China》2006,1(4):475-486
From a financial perspective, the criteria for category distinction of higher education institutions should be based on the
ownership of institution property and income for recurrent expenditure. The development of modern higher education witnessed
the period wherein higher education institutions have both private property and private payment for recurrent expenditure.
The development also saw the period wherein all the institution properties were owned by the state and all the recurrent expenditure
were paid by the government. Accordingly, universities could be divided into two categories of “public” and “private” institutions
until the 1970s. However, things have been changing greatly over the past 20 years. Property ownership and payment for recurrent
expenditure have been separated. The public institutions appeal to more and more individuals sharing recurrent expenditure,
while private institutions ask for more and more public financial support. Therefore, some financially mixed institutions
came into being and “three categories with sub-groups” has become a new phenomenon.
__________
Translated from Peking University Education Review, 2004 (2) 相似文献
6.
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
7.
Sylvia Rojas-Drummond Neil Mercer Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom. 相似文献
8.
Peter M. Miller 《The Urban Review》2012,44(2):189-218
The author uses geospatial analysis to examine the “educational opportunity spaces” of two adjacent urban neighborhoods in
Pittsburgh, Pennsylvania. Organizing insights are gathered from Bronfenbrenner’s (1979) ecological perspectives on human development, which posit that students are significantly impacted by multiple environmental
systems—including their immediate family and school surroundings and several other mutually affective layers of systems. The
author suggests that while school and district-based reform initiatives targeting “within school factors” clearly have direct
and significant relevance on student performance, neighborhood and community factors are also worthy of consideration. Based
on analyses of multiple block-level data, several recommendations are made toward the further integration of school and community-based
practice. 相似文献
9.
Roger Kaufman 《Educational technology research and development : ETR & D》1978,26(2):107-121
Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television,
computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives.
As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were
all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward
determining why something should be taught and why behavior should be changed (or maintained) in the first place.
The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations
of results both within and external to an organizational context.
A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning,
doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational
agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production
of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within
an organization, and the term “outcome” for the results external to the organization.
The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing,
as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions.
An erratum to this article is available at . 相似文献
10.
In the academic literature, private supplementary tutoring is widely known as shadow education, in part because it is commonly indistinct and because much of its content mimics that in mainstream schooling. Around the world, shadow education has become an important part of students' lives and in some places it diminishes the body that it mimics. This paper builds on studies that have focused on relationships between schooling and shadow education. The paper uses the conceptual lens of privatisation-by-default, and employs qualitative methods to understand the roles of both government and private schools in promoting tutoring in West Bengal, India. It finds that substantial proportions of shadow education emanate from and are fostered by school systems. On the one hand private tutoring as a form of privatisation-by-default gives freedom of choice, but on the other hand it limits choice. Further, school-bred tutoring can have a negative backwash on school systems. As such, private supplementary tutoring is not just a neutral shadow but affects the body that it imitates. The study recommends researchers to look back at schools to gain a deeper understanding of private supplementary tutoring. 相似文献
11.
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
12.
Dr. June Trop 《Journal of Science Teacher Education》1995,6(1):53-56
Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching
and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice.
The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking.
That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin,
1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual
change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993).
Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw
& Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a
way of reducing isolation” because” certainly, a whole class of teachers is better than just one.”
Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative
questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics
works in some special instances?
In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises
after a heavy aerobic workout.” 相似文献
13.
Amy Liu 《Higher Education》2011,62(4):383-397
Framed by historical and contemporary discussions, this article reviews the principal foundations of meritocracy and uses
the public University of California system as a point of departure for examining the connection between meritocracy and higher
education within the context of the United States. Through consideration of four dimensions that inform the concept of meritocracy—merit,
distributive justice, equality of opportunity, and social mobility—this review examines the underlying tenets of meritocracy
to better understand how higher education functions within it. In The Coming of Post-Industrial Society, Daniel Bell (1973) suggested that higher education would become a “defensive necessity.” However, if colleges and universities are to serve
as instruments for creating and expanding opportunity, then higher education must be more profound than simply being reduced
to “defensive necessity,” and it is important for researchers to examine more closely the theoretical concerns of meritocracy
and the higher education implications. 相似文献
14.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
__________
Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
15.
教育实验研究方法的再认识 总被引：1，自引：0，他引：1
Xiaowei Yang 《Frontiers of Education in China》2007,2(3):349-365
The scientificalization of educational research methods was always the most predominant in the two tides of educational experiment
in China in the twentieth century, the result of which was unexpectedly dissatisfactory, because researchers misunderstood
the connotation of scientificalization in such a degree that resulted in the worship for methods and thought of replacement.
If researchers reflect dialectically on the classic codes of experiment, and aim at reconstructing the viewpoint of experiment
in education in the dimensions of ideas and pattern, they would guide the research on education by an “ideal type”, decently
intervene the “logic of practice” with the “logic of theory”, so that the theorists and practitioners in education can finally
coexist and co-develop.
相似文献
16.
Yun Yao 《Frontiers of Education in China》2007,2(1):89-102
Having experienced three stages of “preliminary establishment”, “rapid and comprehensive development” and “steady development”
for twenty years, China's postdoctoral system is moving towards a new one, the stage of “quality improvement and innovation
development.” Remarkable achievements in the system include cultivating talented personnel, promoting the construction and
development of disciplines, integrating production, learning and research, as well as scientific research achievements. However,
some problems still exist in its managerial system, the science funds subsidized as well as the relationship between the mobile
station and the workstation. Based on the above analysis, the author suggests that the postdoctoral system in the new era
should be innovative in its systems of management, cultivation, funds collection, subvention and evaluation. 相似文献
17.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
__________
Translated from Peking University Education Review, 2006 (1) 相似文献
18.
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
19.
Conclusion The United States and Japan are at the forefront of technological innovation, telecommunications and information management
in the Pacific. This new era of “information” and “communication” raises disturbing questions: Whose information will be disseminated
and heard? Can diversity be respected in a world driven by CNN World News and MTV world music? We do not have answers to these
questions, but those of us who disseminate innovation and technology into the Pacific must engage in these dialogues with
indigenous peoples.
Pacific Island cultures must be taken into account as educators and others move toward international dialogue about educational
technology, learning and “voice.” We hope this essay stimulates further thought and discussion in this area, as well as an
impetus for developing partnerships between Pacific Island communities and institutions of higher education.
Her research interests include learning and teaching with multimedia and web-based materials.
His research interests include technologies for self-determination and voice. 相似文献
20.
The global expansion of mass schooling has greatly increased opportunities for low-income families, and governments have devoted much effort to equalising access and quality in education systems. Alongside regular schooling, the so-called shadow education system of private supplementary tutoring has grown rapidly across the world. The fact that rich families can purchase more and better quality shadow education undermines the achievements of increased equality of opportunities in formal schooling. Drawing on a mixed-methods study in Shanghai, China, the article shows how shadow education has offset school equalisation policies through differentiation of access and through sorting mechanisms. Shadow education occupies a space beyond strict government control in which privileged families and elite schools ignore and mediate the equalisation policies, seeking competitive advantages. Uneven access to shadow education and tracking within it shape, maintain, and exacerbate inequitable schooling experiences at individual and institutional levels. 相似文献