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1.
“New Basic Education” and me   总被引：1，自引：0，他引：1  
Initiated in September 1994, “New Basic Education” first underwent a five-year Exploratory Research phase from September 1994 to May 1999, which was followed by a second five-year Developmental Research phase from September 1999 to May 2004. Thus during the past ten years, “New Basic Education” has undergone a complete research process, including the presentation of the problem, the formation of results, and finally the dissemination, application, perfection, and development of its research. This study has preliminarily explored the transformation of schools, educational theories and educational research methods in China. The author hopes to respond actively to educational changes caused by our transforming society through her professional research. She presents in this paper the retrospective notes of her subjective state, such as her thought process, planning, actions and experiences while conducting and developing “New Basic Education” research. “New Basic Education” research originated from ten years of theoretical preparation (amassing basic educational theory, the methodology for educational research, and meta-research of educational disciplines), as well as from the author’s personal experiences conducting field research during the past three years and her profound reflections on the nature of the social transformations taking place in late 20th century China. During the Exploratory Research phase, “New Basic Education” research—which consists of reconstructive research on educational theory and practice—regards the rebuilding of educational aims as its theoretical starting point. Additionally, “New Basic Education” research regards schools, which provide nine-year compulsory education as the entire unit of practical research. The research also focused on classroom education, teaching reform, and school management for the experimentation and reform of the schools. As for the core issue of methodology, the crux of the issue lies in how to deal with the relations between theoretical research and practical research and the relationship between theoretical researchers and practical researchers.  相似文献   

2.
In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices.  相似文献   

3.
Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’ competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.  相似文献   

4.
This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts.  相似文献   

5.
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including” must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of society as offering potential “learning environments”.
Inés AguerrondoEmail:
Inés Aguerrondo   (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires.  相似文献   

6.
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes. These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina AcedoEmail:
Clementina Acedo   (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries.  相似文献   

7.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning (TFL)—developed to meet this need. Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison; and his research focus is on college and university curricula with particular emphases on program quality, liberal education, and teaching and learning. Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education. Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison.  相似文献   

8.
Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and science education reforms. Many in the mathematics and science education research communities lament the lack of influence that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment, and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and development results to the broader political and education communities; therefore, applicants agree to these requirements without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional comparisons, and direct influence on policy.  相似文献   

9.
During the 1970s, student-centred instruction—that is, “play orientation in physics education” (Spielorientierter Unterricht)—was at the centre of curriculum development at the Institute of Physics Education in Bremen. During the past decade, we investigated this kind of instruction with a particular focus on students' learning processes using a situated cognition perspective. Our research group at the Institute conducted several empirical studies of physics learning for different age groups. The aim of these case studies was to construct detailed understandings of how individual learning processes unfold. On the basis of these studies, we attempt to design physics lessons more effectively than they have been in the past. This paper exemplifies our approach providing information about the theoretical and methodological frameworks, the main outcomes of our studies; and reflections about the possibilities for “more effective” student-centred instruction.  相似文献   

10.
This article racializes educational change by examining literature on the history of educational approaches to diversity in the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools. The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization, which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving more just and effective learning outcomes for diverse student groups.
Allison SkerrettEmail:
  相似文献   

11.
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’ conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to ‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching.  相似文献   

12.
The article examines ways of improving the contribution of research and evaluation to the process of educational development in small states. This is done with reference to the related theoretical literature and the experience of recent studies conducted as part of the Belize Primary Education Development Project in Central America. Particular attention is given to the implications of changing geopolitical relations for the nature and focus of educational research; to the process of applied research and evaluation capacity building; to the cultural dimensions of north–south collaboration; and to ways of reducing the vulnerability of small states to the influence of powerful international agendas promoted by the processes of globalisation.  相似文献   

13.
In recent years, countries of the Pacific have been moving strongly towards enhancing inclusive educational practices within a previously segregated education system. Through the Pacific Education Development Framework (PEDF) approved by 14 Pacific Island Education Ministers in 2009, the implementation of regional policies of inclusive education is a priority. To ensure that progress is measurable, these countries have been working collaboratively with several Australian institutions to develop a set of contextually appropriate indicators for measuring disability-inclusive education. This article describes the process adopted in developing these indicators and initial findings regarding the key outcomes. The research is guided by three key principles of collaboration, a need for systemic change and ‘nothing about us without us’. The process adopts a three-stage approach which is outlined and key issues and implications discussed.  相似文献   

14.
Three emerging technologies in physics education are evaluated from the interdisciplinary perspective of cognitive science and physics education research. The technologies—Physlet Physics, the Andes Intelligent Tutoring System (ITS), and Microcomputer-Based Laboratory (MBL) Tools—are assessed particularly in terms of their potential at promoting conceptual change, developing expert-like problem-solving skills, and achieving the goals of the traditional physics laboratory. Pedagogical methods to maximize the potential of each educational technology are suggested.  相似文献   

15.
Abstract

The persistence of gender inequality in education in Africa is due to poverty, cultural beliefs and traditions linked to gender-role expectations. This article presents the findings of a study that evaluated the outcomes of the United States Agency for International Development (USAID)-funded Gender Equity through Education (GEE) programme aimed at increasing the participation of girls in education through scholarship and mentoring activities in South Sudan. Using a convergent mixed-method design and feminist critique of gender difference in education approach as the theoretical framework, the study established that the GEE programme was only partially successful. Though increased enrolment and completion of studies by female students in secondary schools and teacher training institutions was noted, the programme failed to deconstruct the prevailing gendered power relations that subordinate women and may have intuitively strengthened them. The programme sought to bring about changes in the educational milieu through modifications of policies and practices related to education access and retention rather than engage in a process leading to a seismic shift in attitudes towards gender in the society.  相似文献   

16.
Internationalisation of higher education is a strategic theme in current research on higher education and policy debate. Both at national and institutional levels, in many countries, internationalisation is stated to be an educational goal. However, the dominant discourse on internationalisation of higher education in research and research-based discussions tends to be framed by political, economic and organisational perspectives, rather than informed by educational considerations. There is also a tendency to place internationalisation in higher education within the conceptual frame of economic globalisation and the increasing trade in educational services worldwide. While such discussions may shed light on various organisational, political or economic issues, this research does not give a pedagogical basis for the internationalisation of higher education in terms of teaching and learning. In particular, questions relating to the internationalisation of content and learning outcomes need to be addressed. A series of studies conducted in Sweden 1999–2007 by the authors indicates that the didactical realisation of internationalisation as an educational goal can be very elusive. In our findings, the concrete content considered by teachers and students to represent internationalisation did not follow any clear pattern or goal. Internationalisation was assumed to be represented by some form of ‘general knowledge’ and general human qualities, without considering cultural differences. Institutionalised curriculum thinking as a basis for developing internationalisation was lacking. Concrete thinking was very much restricted to organisational and administrative aspects, and thoughts concerning content and learning outcomes tended to be expressed in idealised and general terms, rather than developed into clarifying and useful specifications underpinned by curriculum theory. Certain consequences ensuing from this situation are discussed, and a curriculum approach to internationalisation of higher education is suggested.  相似文献   

17.
This article is an analysis of official UNESCO documents—General Conference resolutions and Executive Board decisions for the period 1946 to 1999—that address international education. It shows that international education has been key to UNESCO’s mission since the organization began, and illustrates various trends in its acceptance and implementation. It argues that, because such education is essential to academic and technical progress, it must be incorporated in all the activities and materials of any educational system. It also argues that implementing it as UNESCO has recommended can relieve many types of conflict.  相似文献   

18.
This paper takes up the question of the way in which ‘the problem with educational Research’ is represented. It takes as its point of departure two recent views on ‘the Problem’ — one expressed by an educational journalist and one presented by the Australian Council of Deans of Education. It locates these within a larger frame of international debate about educational research and its problems and considers how these arise out of particular dispositions towards educational research and, by extension towards, education itself.  相似文献   

19.
This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others who are interested in fostering higher levels of transformational learning outcomes within their programs. Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D. Cohort Program in educational leadership at the University of Missouri—Columbia.  相似文献   

20.
This paper proposes a framework for assessing the quality of education, based on the outcomes defined in educational standards. The author takes the view that educational standards reflect the mission that schools must fulfill. He explains that the classroom curriculum, derived from educational standards, must customize the learning process to respond to the teaching–learning environment. Defining quality as the extent to which the delivery of the school curriculum realises the learning outcomes defined in the educational standards, the author proposes that quality in education should be evaluated using two approaches: relative achievement assessment and absolute achievement assessment. In elaborating on the two dimensions of assessment on which the model is based, the author highlights the need for greater attention to be paid to values and attitudes in assessing quality of education.  相似文献   

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