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1.
现代远程教育中的虚拟社群意见领袖作用研究 总被引：3，自引：0，他引：3
现代远程教育在我国开展以来，遍布各地的远程教育教学者和学习者通过新闻群组、BBS布告栏、电子邮件名单、议题讨论区、聊天室、qq、Insn及其他P2P平台进行远程教学和学习的过程中，逐渐形成了一些具有各自名号的虚拟社群，同时各社群自发产生了意见领袖。本文分析了在现代远程教育环境下，虚拟社群及其意见领袖的由来、特点和对现代远程教育的影响，以及对教育组织管理者的启示，具有较重要实践指导意义。 相似文献
2.
Cynthia Sonderegger Smith Kimberly Arsenault 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):461-480
Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and psychosocial functions as theorized by Kram is explored and the perceived value of the functions to mentors and protégés in the career development of beginning special education administrators is identified. Evidence of coaching, a career function, and counseling, a psychosocial function, was found in all relationships studied and these two functions were ranked as most important to the career development of beginning special education administrators by both mentors and protégés. Recommendations include incorporating mentoring functions into mentor and protégé training to increase the positive effect of mentoring on the career development of beginning special education administrators. 相似文献
3.
边玲 《天津职业院校联合学报》2001,3(3):3-6
创办社区学院、发展社区教育是构建我国终身教育体系、建设学习化社会的需要.从这一目标出发,社区学院要办成以高等职业教育为重点、积极发展各类非学历教育培训、多功能、综合性的高等教育实体.南开社区学院要充分发挥区位优势,办出南开特色,塑造南开品牌. 相似文献
4.
朝鲜民主主义人民共和国的现行高等教育体制,是经过50多年的改革和发展而形成的,因其能够切实保障所有劳动者学习的权利,对外称为＂全民学习之国＂＂教育之国＂。＂教育优先＂＂育人第一＂是朝鲜一直奉行的教育理念。艰苦办学、免费义务、配置合理、机构完善、特色鲜明、成效显著是其基本特征。免费教育制度与国家奖学金制度、普通高等教育体制的改革与发展、边工作边学习教育体系、突出思想政治教育、英才教育体系、高校教师培养制度是朝鲜高等教育的显著特点,也是值得我国高等教育体制改革学习和借鉴之处。 相似文献
5.
Sharan B. Merriam Thomas K. Thomas 《Community College Journal of Research & Practice》2013,37(3):177-191
Since the mid‐1970's community colleges have devoted more attention than ever before to the preparation and inservice training of administrators. Despite these efforts, there is as yet no clearly defined career path to top level administrative posts. Most administrators learn skills for their job by observing others, through trial‐and‐error, and in some cases, through being mentored. The purpose of this study was to investigate the role mentoring has played in the career development of community college presidents. 相似文献
6.
Stephen J Marshall Moya J Adams Alison Cameron Gavin Sullivan 《International Journal for Academic Development》2013,18(1):42-53
Enquiries into the governance, structure and management of higher education institutions across the globe have stimulated changes to the legislative and policy frameworks within which universities operate and to their organizational structures and processes. These changes have subsequently brought into question the proper role of academics in relation to the leadership and management of their departments/institutions. While mainstream academic staff conceive of academic leadership as being strictly associated with teaching, research and community outreach, university administrators and policy makers conceptualize it more broadly. Their definitions often include the management of change, quality, information, finance, and physical and human resources - functions that many mainstream academics perceive as being the responsibility of departmental/institutional administrative or support staff. Such differences create major challenges for academic development units. What type of training should they provide? Should they embrace activities that support these new conceptions of leadership and management? These are among the central issues explored in this paper. 相似文献
7.
Marcelle Haddix 《理论付诸实践》2015,54(1):63-70
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities. 相似文献
8.
P.T. Mgadla 《Educational studies》1995,21(3):337-360
The educational development of the Bechuanaland Protectorate has always been controlled by the London Missionary Society (LMS). The latter however, was not in a strong enough financial position to direct the system of education throughout the territory. By 1928 and due to pressure from the LMS, the colonial government took over the control and direction of education by introducing school committees, systematizing the primary school syllabus, regularizing payment and training teachers and introducing cattle post schools. Significant though these efforts were, the Africans were still dissatisfied with the development of education in the country. They sought education that went beyond the primary school level. African and denominational initiatives to build secondary schools within the country were designed to address this need. Perhaps a dark spot in the educational history of the Protectorate is marked by the somewhat blatant discrimination exercised by the colonial government in the development of European to the detriment of African education and the apparent disregard by all educational parties concerned to offer anything new for women. Women were regarded as inferior to men and no significant efforts were made to enhance their status, income and role in decision making bodies. 相似文献
9.
自20世纪80年代中期我国兴起现代社区教育以来,社区教育的地位和作用不断加强。公平是城乡社区教育均衡发展追求的目标,由于城乡二元结构体制的影响、城乡经济水平的差异、政府职能的缺失以及公共政策的失衡,城乡社区教育呈现出一种失衡的发展状况,因此,在社区教育的发展过程中要通过整合优化农村社区教育资源,建立社区教育多级体系,丰富农村社区教育内容,建立健全社区教育机制,依托信息化平台以及建立社区教育专业网站等,来促进我国城乡社区教育的均衡化发展,推动社会公平与社会主义和谐社会的建立。 相似文献
10.
黄晓羽 《新乡师范高等专科学校学报》2002,16(4):101-103
我国现在是穷国办大教育 ,教育资源的有限性与提高教育质量的迫切性的矛盾 ,使得我国急需要高效益的教育管理和高水平的教育管理者。现在 ,在选拔、任用中小学教育管理者上 ,存在很大的盲目性、随意性。教育管理者有没有特殊的任职要求 ?本文从教育理念、教育管理能力、教育科研能力等三方面对教育管理者的专业性予以讨论 ,意在为制定教育管理者选拔标准 ,特别是为校长职业化进行一些理论上的探索。 相似文献
11.
印度的教育系统规模庞大而复杂,政府的高度重视推动了印度教育的发展。印度在教育公平方面制定了一系列积极的政策,对教育的投入持续增长;印度专业高等教育的发展水平获得了世界好评,为印度国家的发展做出了重要贡献。然而,由于普及初等义务教育的目标一再延期,普通中等教育和职业教育的分流比例极低,普通高等教育的质量长期偏低,这些因素对印度社会经济的进一步发展产生了不良影响。尽管如此,印度政府在促进教育发展方面的探索对广大发展中国家不无借鉴和参考意义。 相似文献
12.
《International Journal of Educational Development》2000,20(4):333-347
In this paper, it is suggested that the macro-policies which the donor agencies and the development banks are currently marketing in the field of education and training would appear to contradict their stated goal of reducing gender disparities in society, including those that prevail in education. Decentralisation of educational financing and control, the introduction of cost-sharing mechanisms and community involvement in the running of schools, the privatisation and deregulation of training, are all likely to undermine the most urgent task of increasing girls' participation in education. It is also argued that education programmes specifically designed to address gender inequities have adopted a narrow and simplistic approach which has proved ineffective to date, largely because it has not been embedded in any clear understanding of the gendered nature of society and the role that schooling plays in perpetuating unequal gender relations. It is concluded that development agencies are unlikely to adopt the radical stance required to bring about the wide-reaching social and educational change. 相似文献
13.
王枫林 《四川教育学院学报》2013,(8):19-23
人才培养关键在于教师的质量。发达国家与发展中国家在教师教育发展方面存在的差距十分明显。近年来,美国、英国和澳大利亚三国在教师教育改革方面都取得了较大的新进展:制定教师教育改革新政策,高度重视教师专业发展,注重教师职前培养、入职教育和在职培训三阶段培养一体化。比较和分析三国教师教育改革的新进展,有助于我们学习和借鉴三国的教育新理念和改革措施,反思自身存在的问题,促进我国教师教育改革。 相似文献
14.
C. S. JHA 《European Journal of Engineering Education》1985,10(3-4):239-246
All developing countries are committed to use science and technology for the uplift of the economic condition of their population. Although development is a complex multi-variable optimisation process, and application of science and technology is only one of the dominant variables, no sustained economic development is possible without a proper infrastructure of education and training of scientists, technicians and engineers. Building such an infrastructure is beset with numerous difficulties in many developing countries, e.g. unavailability of trained teachers, lack of financial resources for upgrading laboratories and workshops, and making the course curriculum relevant to the needs of the country. In the context of these difficulties, it is suggested that developing countries should take advantage of continuing education programmes to meet their development needs for trained manpower. Updating the competence of teachers of engineering and technology, improving the skills of technicians and engineers in the wake of improved or new technologies and preparing the young engineers and managers for the technologies of the future have been identified as the major CEE needs of developing countries. Rapid development in educational technology tools, e.g. audio/video material, media-packages, programmed learning, computer-assisted instruction has made it possible to cut down the cost of manpower training and also meet the shortage of fully-trained teachers. Brief details of the CEE programmes being run in India are given. International Cooperation in the exchange of learning material including computer software for instruction purposes has been identified as a method to accelerate the growth of CEE movement in developing countries. A few criteria have been specified to ensure that such exchange of material is useful. 相似文献
15.
Patricia Broadfoot 《International Journal of Educational Development》1982,2(2):107-116
The study of educational assessment procedures has been traditionally largely the concern of psychometricians and educational administrators. Little attention has typically been given to trying to understand the social origins of particular procedures and their implications for individual pupils and the society as a whole. This article explores the strength of the hold of assessment procedures on education systems and some of the more noticeable international trends in educational assessment at the present time. The article suggests that although these trends tend to be more visible in developed countries, the pressure for reform is more urgent in developing countries where the likelihood of realisation is most problematic.As well as exploring the significance of a number of common national characteristics, the article examines briefly the implications of different administrative arrangements as they affect the role of assessment in the education system. The final part of the paper offers a more speculative analysis of the scope for fundamental change in assessment procedures in line with the new demands likely to be made on educational systems by current economic and technological trends. 相似文献
16.
借鉴美国社区学院经验的思考 总被引：1，自引：0，他引：1
美国的社区学院具有把为社区服务作为最高宗旨、具备为社区服务的多种职能、适应能力强、管理模式务实高效等特点,对社区发展起到了促进的作用。借鉴美国社区学院的经验,对我国高职教育的发展有着积极意义。针对存在的问题,我国高职教育必须建立管理体系,整合和优化各地教育资源,形成良性的高职教育投融资机制,以就业为导向,走学历教育与职业培训并重、产学结合的路子。 相似文献
17.
18.
《师资教育杂志》2012,38(2):191-206
Recognizing the need and importance of environmental education (EE) in India, recently several efforts have been made to reorient and reorganize school education and establish EE more formally. School textbooks, in all subjects and at all levels, have been revised to integrate environmental concepts. The effects of these curricular revisions will not be sustained unless they are coupled with appropriate changes in teacher education curricula. Efforts have been made to develop curriculum and other support materials for introducing EE at all four levels of teacher education in the country. Incorporating EE in teacher education involves deliberating several issues relating to content, learning and teaching methodologies, materials development and capacity building requirements for its effective implementation. This paper, by reviewing some exemplar experiences from India, seeks to examine the focus given to EE in teacher education and the challenges for teacher education in achieving the goals of sustainable development in the UN Decade of Education for Sustainable Development (UNDESD). 相似文献
19.
我国全面启动社区教育工程的必要性与可行性 总被引：1，自引：1，他引：0
我国全面启动社区教育工程,是建设学习型社会的需要;是促进社区管理科学化的需要;是促进教育改革发展的需要.目前,我国已具备启动社区教育工程的基本条件：社区教育市场需求旺盛;教育资源条件基本具备;教育行政条件趋于成熟. 相似文献
20.
印度高等教育发展中的问题、对策及启示 总被引：13，自引：0，他引：13
印度独立后高等教育得到了迅猛发展，成为仅次于美国的世界高等教育大国。印度在高等教育的大扩充中产生了不少问题，如教育质量下降、办学经费紧张、高级专门人才的失业和外流等。对此，印度政府采取了一些改革策略，如成立高等教育质量鉴定委员会，多渠道筹措办学经费，采取措施遏制人才外流等。印度在高等教育大发展中的经验教训对于我国目前高等教育大众化无疑提供了一定的参考与借鉴。 相似文献