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1.
Catherine Manathunga 《International Journal for Academic Development》2013,18(2):76-86
The emergence of academic development in Anglophone higher education was linked to post Second World War massification and concerns about student failure. These concerns were driven by increasing statistical investigations into student attrition and degree times to completion, particularly in Australia and Aotearoa, New Zealand. There was a dominant discourse about student ‘wastage’ (the deviant student). However, if we fast-forward to the late 2000s, we can see that these discourses have been replaced by discourses about university responsibility and teaching quality. Drawing on Foucauldian discourse analysis, this paper aims to trace the historical roots of contemporary teaching and learning dilemmas and to show how the responsibility for student failure was gradually shifted from perceptions of deviant students to perceptions of teacher ‘deviance’, which academic development units were designed to ameliorate. 相似文献
2.
Andrew Peterson 《Compare》2016,46(6):861-881
Debates about the purpose and content of history education in schools have been prevalent in most Westernised democratic nations over the last 30 years. Under discussion are essential questions concerning national identity/ies, competing narratives and the aims of history education. The impact of ‘history wars’ has been felt within both Australia and England, as conservative commentators – including politicians and historians – have raised concerns about the depth and effectiveness of history education and have sought to make significant changes to the history curriculum for schools. This analysis examines the history wars in Australia and England, exploring the view that history education has been in danger and/or crisis and examining the curricular implications of a move toward greater recognition of national narratives. It raises some essential tensions that remain regarding two aspects of history teaching in both nations: (1) historiography and (2) chronological understanding. 相似文献
3.
Syed Zamberi Ahmad 《Assessment & Evaluation in Higher Education》2015,40(4):488-507
The aim of this research is to present the determinants of students’ perceptions of quality and experience of study at international branch campuses in Malaysia, a country that is set to become an academic hub in Asia. This study used a multi-method approach for data collection. The respondents comprised 245 students (both undergraduate and postgraduate) from six renowned international branch campuses operating in the country – three from Australia, two from the UK and one from India. In addition, a total of 21 face-to-face interviews were conducted after the survey. The results revealed that across the seven dimensions examined concerning education and non-education qualities – university reputation/image, programme quality, lecturers and teaching quality, student learning environment, effective use of technology, counselling and academic advising support, and social life (direct/indirect) facilities – the students were largely satisfied. The paper adds to the existing body of research on higher education service quality, particularly on students’ perceptions and expectations of international branch campuses. 相似文献
4.
Computing education has been an important and sometimes contentious issue ever since the advent of modern computing. Debates about computing education have closely followed job markets, technological development, academic interests, societal concerns, and changes in the perception of computing. The themes in computing education debates can be characterized by emergence and formation, standardization and organization, accommodation to change, and divergence. The focus of computing education has expanded outward from the computer to programming, algorithms, and information, as well as to the organizational, social, and cultural environment of computer systems.
This survey gives computing education researchers an overview of some of the central issues and disputes in computing education over the brief history of modern computing. The survey highlights the emergence of educational initiatives, concepts, joint efforts, and institutions of computing education, and outlines the relatively short history of computing education research. The survey is structured around four overlapping themes: computing education as technological training, as training for software development, as a central element for the field’s academic recognition, and as training for computational problem-solving in any domain of knowledge. Each theme has played a role throughout the history of modern computing, but their relative emphases have changed over the years. 相似文献
5.
闫晶晶 《佳木斯教育学院学报》2012,(8):109-109
高校青年教师作为高校的主体力量和后备军,其科研水平直接关系到高校的生存与发展水平。本文通过阐述分析目前我国高校青年教师的科研现状及存在的问题,提出了三点建议。 相似文献
6.
Getting a good and relevant education is difficult enough to achieve within a context where social and economic needs are constantly unsettled by political policy. The public funding of the education sector has become a contested arena irrespective of a government’s ideology. Recent graduates from various disciplines from Town Planning to Philosophy report in university destination surveys that they have only found employment in areas unrelated to their academic training – for instance, in supermarkets, restaurants and other low-level service industries. How has it happened that the universalisation of mass higher education has contributed to a disconnect between the individual’s social aspirations and their economic status? What happened to the tacit promise that an extended period of intellectual development would prepare the individual for a life of valuable social contribution and financial security? Part of the answer lies in the success of higher education itself. Its popularity has changed its transformative capacity and allowed operational efficiencies to overrule academic quality. The university, ideally seen as a repository of intellectual intuition, has been remade into yet another modern corporation concerned with the bottom line and financial security. Why has it been necessary to remake the university in the image of the department store, supermarket or bank, and how has it been achieved without more critique? 相似文献
7.
Teaching is increasingly being considered for inclusion in academic promotions in a number of universities. This raises questions about how teaching is appraised in relation to research; and which teaching criteria contribute to promotions outcomes. This article investigates these questions from a gender perspective by statistically analysing the actual promotions outcomes by rank levels at a South African university where teaching and research have been equally evaluated in academic promotions. The findings show that, overall, there was no statistically significant difference in promotions success rates between males and females and that more females achieved excellence in teaching with higher scores than males. Two of the 10 teaching criteria analysed – ‘ongoing study of tertiary education’ and ‘special recognition of teaching’ showed statistically significantly higher scores for females with high effect sizes, pointing to the importance of the Scholarship of Teaching and Learning in academic promotions for women. This study has implications for closing the gender gap in the senior ranks of universities. 相似文献
8.
"严进宽出"是当下很多大学的培养模式和实际做法。在这种模式和做法下,出现了学生学业负担明显下降、大学教育质量下滑的情形。大学生学业合理"增负"作为高等教育基于教育内外部发展环境与条件做出的及时而正确的选择与判断。大学生合理"增负"将会对现有大学本科教学组织工作产生前所未有的影响,将会对现有大学本科教学改革发挥积极推进作用。新形势下,如何设计大学本科教学理念,开展本科教学组织工作,优化本科教学过程管理,推动本科教学改革,实现合理"增负"目标,促进学生学业质量提升,就成为大学当下在人才培养过程中需要重点思考和着力解决的问题。 相似文献
9.
Yongyan Li 《高等教育研究与发展》2020,39(3):500-514
ABSTRACTInterdisciplinary collaboration, in the sense of partnership between English language teachers and content teachers, is significant for enhancing university students’ English-medium academic success. It has long been advocated, but it has not become a common phenomenon in higher education institutions. The present article aims to synthesize what has been revealed about such collaboration in tertiary contexts in the (English-medium) literature, and to consider implications for practice and research. A systematic approach was adopted in conducting the literature review. The main body of the article focuses on illustrating five themes grounded in the literature: theoretical perspectives on the need for interdisciplinary collaboration; motivations for interdisciplinary collaboration and slow development of the trend; interdisciplinary collaboration on a continuum of partnership; team teaching in interdisciplinary collaboration; and benefits of interdisciplinary collaboration. Implications for practice and research are then discussed. 相似文献
10.
随我国着高等教育的发展,学术异化已经成为高校学术研究中一个越来越突出的问题,表现在学术道德失范、过度量化的学术评价体系等多个方面。为尽可能地避免这些负面影响给高校学术带来虚假繁荣,理论界已经对高校学术异化问题进行了许多的探索。如果从历史和社会学的角度对学术异化的发展和表现进行明确和界定,可以清楚地看出我国高校学术异化的影响因素,并制定相关对策。 相似文献
11.
随着高等教育的发展,大学教师专业发展在高等教育领域已然成为被关注的焦点。而教学学术的研究则为大学教师专业发展研究开辟了一个崭新的维度。在教学学术和教师专业发展的引领下可以有效推进教师的职业专业化、平衡大学教师教学与科研的矛盾关系、完善大学教师专业发展理论体系和外部评价环境。在基于教学学术的大学教师专业发展策略生成中应该着力于教学学术理念与教师角色、评价与激励制度、教师专业发展策略以及教师教学学术研究等方面的建设,可以促进教师教学学术水平的改善并且有效地提高大学的高等教育质量。 相似文献
12.
ABSTRACTThis paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history – both as an academic discipline and as a school subject – was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn’s revolutionary concept of teaching history which immediately came under attack. This debate – and others – had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history’s relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu’s field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn’s approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of Geschichtsdidaktik in Germany which helps to explain why there is a difference in comparison to other countries. 相似文献
13.
With the increasing demand for doctoral education, co-supervision, understood as the formally agreed supervision of a research student by two or more academics in doctoral programmes, has become common practice in postgraduate circles in the UK. If supervision with one supervisor is complex due to personal, academic, ethical and sometimes cross-cultural issues, having two supervisors makes this process sufficiently challenging in practice to be specifically investigated in research, not least because of the additional communication issues. However, co-supervision is under-explored in the academic literature. In this article we look at the experience of co-supervision as reported by co-supervisors and those supervised by them in a UK university department within an arts and social sciences faculty, and aim to contribute to the literature on co-supervision by considering co-supervisors’ and their supervisees’ perspectives on co-supervision practices. Amid a general welcoming of the practice, with both parties seeing co-supervision entailing learning opportunities – for co-supervisors, learning from colleagues; for supervisees, learning from two experienced researchers – we report shared and specific concerns of these two groups. Time is a concern for both groups, but in different ways. Particularly interesting is the issue of harmony between the co-supervisors, including in feedback, the desirability of which will be perceived differently within any co-supervisor–supervisee relationship. The need for awareness-raising for co-supervisors as regards what their supervisees may feel but may not articulate may be greater for co-supervision than solo-supervision arrangements, given the additionally complex web of institutional and interpersonal relationships co-supervision entails. 相似文献
14.
姚莉华 《佳木斯教育学院学报》2012,(2):165-166
随着高等教育的快速发展,青年教师教学能力的提高成为保障高等教育质量的关键因素。本文借鉴国外教师培训的做法,从我国高等教育发展的历史、教师职业道德的提高、平衡教学与科研之间的关系、促进教师职业能力的提高以及高校发展战略等方面对高校青年教师教学能力培训之必要性进行了简要而明确的分析。 相似文献
15.
澳大利亚是高等教育产业化发展的典型,国际教育产业为其带来了巨额的经济收益。在产业化进程中,澳大利亚高校对于国际学生的依赖程度不断增加。自道金斯改革以来,澳大利亚高等教育系统被分化为一个高度管制的国内学生市场和自由放任的国际学生市场,在公共经费匮乏和大学排名的压力下,扩张国际教育产业成为大学经济理性下的必然选择。然而对教育经济价值的强调和市场效率的过分倚重,引发了舆论对教育公平、教学质量、教育目的多方面的质疑,也导致一场高等教育公共性的危机。 相似文献
16.
如何扩大留学生教育规模,是目前高等教育国际化面临的热点课题。澳大利亚在较短时间内摆脱了留学生教育发展困境,一跃成为当今世界的主要留学生接收国,在国际留学生教育服务市场的占有率居高不下,其发展经验很有借鉴意义。本文集中对中澳两国留学生教育发展策略展开对比分析,力求以澳大利亚经验为基础,探索出一种切实可行的发展策略,推进我国留学生教育事业整体进程。 相似文献
17.
《International Journal of Educational Research》2002,37(6-7):545-566
In post-Mao China, wide-ranging reform programmes have affected almost every sphere of life. History education has been no exception, and in addition to attempts to revise teaching, learning and assessment methods, there have been preliminary forays into textbook pluralism and gradual devolution of curriculum development. History education professionals, however, are fully cognisant of their subject's ‘sensitivity’, and reforming goals and content of both the preactive and active curriculum has thus been a cautious endeavour. This chapter explores the progress of reform through the ‘officially authorised’ historical narratives and teaching goals specified in national curricula. It focuses primarily on the junior secondary curriculum, as primary school History has recently been absorbed by Social Studies, and senior secondary education is neither compulsory nor universally accessible. It is argued that while curriculum objectives and syllabus content remain largely circumscribed by ‘traditional’ views of history as moral-ideological education and by contemporary political imperatives, curriculum developers are also influenced by professional academic and pedagogical concerns, and by efforts to justify the status of History in an increasingly crowded curriculum. 相似文献
18.
《师资教育杂志》2012,38(5):461-473
In this paper, I analyse the history of teacher education in Australia from 1974 to the current policy moment in which questions are increasingly being asked about the quality of teaching and teacher education. Teacher education is, and has been, a highly scrutinised domain in Australia. Since the 1970s, we have seen more than 100 reviews of teacher education in Australia, with another one recently announced in 2014. I focus on three phases in the growth and development of teacher education in the past 40 years by considering the ways in which teacher education (and teaching) has been thought about at various points in time and analysing the related policies for funding governance and regulation. I finish by focusing on the current policy moment in Australia which is positioning teacher education as a ‘policy problem’ requiring a national solution and consider the role of research in, on and for, teacher education into the future. 相似文献
19.
Ya’arit Bokek‐Cohen Nitza Davidovich 《Assessment & Evaluation in Higher Education》2011,36(7):817-830
The USA has served as a beacon of hope for thousands of foreign students and academics with its diverse and superior opportunities created by a system of meritocracy unparalleled in the world. In keeping with other industries, academia is increasingly becoming a global village and foreign‐born professors constitute a large proportion of university faculties. As higher education is increasingly accessible to students with varying levels of academic preparedness, faculties have become more aware of the importance of the opinions of students – the system’s consumers – on teaching. Bearing in mind the ‘similarity‐attraction paradigm’, this study sought to examine whether teaching evaluations are affected by cultural similarity or difference between students and instructors. Our data are based on teaching ratings from the largest Israeli public college. The analysis relates to 42,874 teaching ratings of 768 instructors, of whom 602 are Israeli‐born and 166 are immigrants from the Former Soviet Union (FSU). The findings indicate that FSU immigrant students awarded higher evaluations to FSU immigrant faculty members than their native‐born peers. Similarly, Israeli‐born students awarded higher evaluations to Israeli‐born faculty than the FSU immigrant students. We conclude by discussing the educational and managerial implications of these findings for higher education institutions with ethnically diverse faculty and students. 相似文献
20.
ABSTRACTThis article presents the authors’ successful experiences with Cirrus, a purpose-built Digital Humanities teaching and learning platform developed at The University of Queensland between 2016 and 2018. Our case studies in teaching the crafts of close reading, critical analysis, and writing show that Cirrus’s annotation tools enable teachers to push students towards close critical engagements with the material they are studying – across textual, image, audio, and video formats – while the exhibition-building software allows for the transformation of the classic essay into a multi-faceted online presentation combining words, images, and other resources. However, we problematise our own involvement in the development of the platform by considering the ways such tools may become implicated in the negative impacts of neoliberalisation on the university sector in Australia and internationally. We are concerned that universities are using digital tools and innovative teaching practices to further reduce their investment in teaching. 相似文献