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1.
The Changing Debate on Internationalisation of Higher Education 总被引：3，自引：0，他引：3
Ulrich Teichler 《Higher Education》2004,48(1):5-26
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding. 相似文献
2.
An approach was developed to investigate the link between attributes of a children's radio program and children's judgments of appeal. Program tapes were divided into 28 segments and were rated for the presence of 30 attributes. Through multidimensional scaling analysis, attributes were organized into six clusters of Superattributes on the basis of their co-occurrence across the 28 segments. Superattributes were labeled and assigned scores that reflected the degree to which each was present in the 28 segments. A sample of 42 children 8–12 years old listened to the test tapes and provided a written judgment of their interest in the program at each segment. Results revealed that the Superattributes Instruction, Intro Talk, and Jokes were negatively associated with children's interest, while Popular Music was positively correlated with interest. In planning programs and understanding the effects of radio on children, designers and researchers should pay special attention to those formats in radio programming that are familiar to children, especially popular music and instructional material. 相似文献
3.
Alan Cliff 《Higher Education》1995,29(2):169-181
A review of the study behaviour of first-year Engineering students was undertaken in order to investigate two sets of influencing factors. The first part of the study reviewed these students' selfreported retrospective study behaviour in the context of secondary school Science, while the second part focused on their approaches to the study of Applied Mechanics as a core undergraduate degree course. Utilising qualitative interview data as the source of evidence, the study highlights the following important conclusions: (1) some traditional first-year students embark on their studies as much at risk academically as their nontradition counterparts; (2) many first-year Engineering students encounter workload pressures which lead to their adopting increasingly strategic approaches to their studies in individual courses; (3) the complex, qualitatively different learning needs of these students make it exceedingly difficult to design teaching programmes which will appropriately address these learning needs. The study suggests that these conclusions cannot, in spite of these difficulties, simply be ignored in the hope that they will resolve themselves. 相似文献
4.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
5.
David R. Olson 《Interchange》1993,24(3):313-315
In this note, I argue that the distinction between what one says and what one means by it is no more problematic (and no less) than the equally important distinction between evidence and theory. Both, I suggest, take a particular form in literate discourse. 相似文献
6.
The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples. 相似文献
7.
Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films 总被引：1，自引：0，他引：1
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice. 相似文献
8.
Grayson H. Wheatley 《Educational Studies in Mathematics》1992,23(5):529-541
Reflective abstraction is central to the theory of constructivism as put forth by von Glasersfeld. In coming to know, persons make major cognitive advances by taking their actions as objects of thought. Leamers move beyond being in the action when they engage in reflection. There are serious limitations in the explain-practice method of instruction and active learning. Performing even self-generated mathematical operations does not have the power which results from reflecting on the activity. Problem-centered learning, an instructional strategy which has been shown to provide rich opportunities for reflection, is examined. The nature of reflection in mathematical activity is also considered. 相似文献
9.
The analysis of a certain number of textbooks on Thermodynamics is expounded with the aim of showing that several mental representations of this subject matter are present in scientific literature. This analysis points out divergent attitudes not only towards the definition of fundamental concepts principles, but also towards the epistemological status of Thermodynamics. These attitudes underlie-sometimes tacitly-the relationship between the macroscopic and the microscopic approach on one side and between the state or process approach on the other. We also show the importance of both the historical reconstruction and the epistemological analysis for a deeper understanding of what these different mental representations underlie and entail. 相似文献
10.
Liz Seelhoff Byrum 《Early Childhood Education Journal》1992,20(1):9-10
I am making it BIG (Evan). A secret slide with gold in there (Sydni). Look even a little car could fit in it (Joshua). This is a circle! Round, a tiger jumps through this hoop (Emily). Excitement runs high when children experiment with three-dimensional art projects using paper, boxes and styrofoam.Liz Seelhoff Byrum teaches four- and five-year-olds at a private school in New York City. 相似文献
11.
Ian Isaacs 《Educational Studies in Mathematics》1987,18(2):177-190
Two Grade 10 classes in an urban Jamaican High School were taught over a period of one academic year in two problem solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem solving test, or on the Problem Solving Profile of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic papers on the tasks measuring Recall and Algorithmic Thinking but only moderately better than the population on tasks measuring Problem Solving.The teaching project described in this paper was supported in part by grants from the Research and Publications Fund Committee of the University of the West Indies (Mona), and the Wolmers Trust, Kingston. The author wishes to thank the Registrar and the Pro-Registrar of the Caribbean Examinations Council for permission to use the CXC papers and data in this study. A modified version of this paper was presented at the 63rd Annual Conference of the National Council of Teachers of Mathematics held in San Antonio, Texas in 1985. 相似文献
12.
Clark Kerr 《Higher Education》1990,19(1):1-19
Several nations are currently considering privatization of parts of their higher education systems. This paper, mainly based on the American experience, examines privatizing public institutions as an alternative to establishing solely private institutions.Institutions are analyzed along four dimensions: (1) ownership (public or private); (2) control (external or internal); (3) financing (public or private funds); and (4) mechanisms for public financing (who controls fund distribution and how). There are varying mixtures along these four dimensions both within countries and around the world, with the American system exhibiting the widest range of combinations. Six categories are described, including four common in the U.S.: I. Independent private, where institutions are independent in ownership, in control, and in basic financing; II. Dependent private, independent in ownership and financing but dependent in control; III. Independent public, dependent in ownership but independent in control and substantially independent in financing; IV. Semi-independent public (state/guild type), dependent in ownership, mixed in control, and heavily dependent in financing (less common in the U.S., but typical of Italy and Latin America); V. Semi-independent public (state/trustee/guild type), where control is shared among state, academic guilds and lay boards of trustees but with mainly state-controlled financing; and VI. Dependent public, the model in the Communist nations.Kerr traces the historical path that led to the mixed American system and examines some of its positive consequences, which include institutional autonomy, diversity, and flexibility. Negative results include possible over-responsiveness to short-term pressures, as from the labor market or student preferences for courses of study, and from supporting business or industry.The author concludes that the American experience with privatized public institutions may serve as a model for those elsewhere who now seek greater institutional differentiation, autonomy, and flexibility within national systems of higher education. 相似文献
13.
Herbert Altrichter 《Higher Education》1982,11(5):499-510
The author reports on an empirical research project which investigated the occupational distribution of Austrian PhD's who graduated in education. Nearly 50% of the graduates interviewed are employed in the occupational fields universities and teachers' training. On the contrary new occupational fields which may be estimated as potential job-areas in consequence of international experience (like social work, further education, special education for the handicapped, vocational traning, etc.) employ a very small number of graduates. No manifest unemployment could be found. However about 20% of the graduates are over-qualified for their jobs ——most of them working in the occupational field schools. The article concludes with some suggestions for the development of the educational graduates' curriculum by emphasizing elements of orientation for the students (concerning their motives for studying and their professional expectations) and application of educational knowledge. 相似文献
14.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
15.
Education and the Contested Meanings of ‘Global Citizenship’ 总被引：1，自引：0，他引：1
Leslie G. Roman 《Journal of Educational Change》2003,4(3):269-293
This article examines the oftentaken-for-granted educational policy and curricular discourses of globalization and global citizenship within their larger cultural, political, and economically uneven histories and unequal consequences. Drawing upon evidence from recent scholarship on the implications for classroom pedagogy embodied inefforts to internationalize curricula in the North American university contexts, as well as specific related efforts in one Canadian context, the University of British Columbia,this article unpacks the contested meanings of global citizenship from above and below.The author analyzes three dominant curricular discourses of global citizenship. Far from weakening the Canadian state and building instances of transnational democratic educational communities, these dominant discourses may actually reinforce notions of Canadian gendered and racialized nation-building and nationalism. The article raises questions about what an alternative curricular and educational policy discourse from below premised upon efforts to decolonize curricula might look like. By way of provisional conclusion, the author discusses some promising examples of such an alternative,showing how they depend on seeing the relations between the local and global neither as fixed abstractions nor as a slogan system to be applied in absolutist racial, geographical,national, or culturally essentialist terms. 相似文献
16.
Research conducted primarily during the 1970s and 1980s supported the assertion that carefully constructed text illustrations generally enhance learners' performance on a variety of text-dependent cognitive outcomes. Research conducted throughout the 1990s still strongly supports that assertion. The more recent research has extended pictures-in-text conclusions to alternative media and technological formats and has begun to explore more systematically the whys, whens, and for whoms of picture facilitation, in addition to the whethers and how muchs. Consideration is given here to both more and less conventional types of textbook illustration, with several tenets for teachers provided in relation to each type. 相似文献
17.
Wolfgang Mitter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(6):463-471
The observation of the present global scene raises questions about the socioeconomic, political and cultural framework laying the ground for a constructive interaction between the three forces which greatly determine people's existence and survival, namely Development, Democracy and Education. In this approach reference is made to John Dewey's classical remarks about the interrelation between Democracy and Education. They are examined in the light of specific historical conditions which are exemplified by references to the history of the Bohemian Lands and the first Czechoslovak Republic as well as by a critical view of current events, revealing the anti-human perversion of Dewey's model.
Zusammenfassung Ein Blick auf die gegenwärtige weltweite Szene wirft Fragen auf nach dem politischen und sozio-ökonomischen Rahmen, der Grundlage einer konstruktiven Interaktion der drei Kräfte ist, die vor allem die Existenz und das Überleben der Menschen bestimmen, nämlich Entwicklung, Demokratie und Bildung und Erziehung. Dieser Ansatz bezieht sich auf John Deweysklassische Bemerkungen über die Wechselwirkung von Demokratie und Bildung und Erziehung. Diese werden im Lichte spezifischer historischer Bedingungen untersucht, welche gleichermaßen am Beispiel der Geschichte der Böhmischen Länder und der ersten Tschechoslowakischen Republik veranschaulicht werden, wie durch einen kritischen Ausblick auf zeitgenössische Ereignisse, die die menschenfeindliche Perversion von Deweys Modell offenbaren.
Résumé L'observation de la scène actuelle soulève des questions au sujet du cadre socio-économique, politique et culturel qui constitue le fondement d'une interaction constructive entre les trois forces qui déterminent essentiellement l'existence et la survie des peuples, à savoir le développement, la démocratie et l'éducation. Cette approche se réfère aux remarques classiques de John Dewey sur l'interrelation entre la démocratie et l'éducation. On les examine en fonction de conditions historiques spécifiques illustrées par l'histoire des pays de la Bohème et de la première République tchécoslovaque ainsi que par une vue critique des événements actuels, qui révèlent la perversion misanthropique du modèle de Dewey.相似文献
18.
Norrel A. London 《Interchange》1994,25(4):335-348
Inauguration of double-shift junior secondary schooling in Trinidad and Tobago in 1973 created several problems for local planners, policy makers, parents, and students themselves. In some cases solution has been found, but in others problems have remained defiant and irresolute. In the latter category is the problem of deviant student behaviour during off-shift sessions, believed to be the result of poor student choice regarding the use of time. Recommendations have been made to redress this situation through engagement of community groups. This paper argues that this approach is problematical and contradictory and will not achieve stipulated objectives. The main reason for the gloomy outlook is the principle of decentralization, which must be taken into account in any attempt to engage the local community. Community engagement is examined against certain imperatives of decentralization. The paper concludes, however, that as a strategy, community engagement is doomed to failure. Poor choices by junior secondary school students in the use of their off-shift hours are therefore very likely to persist. 相似文献
19.
Ariko Kawabata 《Children‘s Literature in Education》2001,32(4):283-293
The focus of this article is the figure of the Indian gentleman, a friend of Sara's late father, and who later becomes her surrogate one, to clarify what this most Orientalised Englishman embodies. In other words, the story is read as the recovery of his English masculine identity. Examining the plot development from his perspective will make it possible to interpret the happy ending as the resolution of racial, cultural, and gender ambiguity as represented by him. It is also an opportunity to historicise the story in the India-England relationship during the age of New Imperialism. Having done this, it will be possible to re-examine the role of the heroine Sara in that context, as well. 相似文献
20.
Joseph S. Roucek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):374-380
Conclusion This historical survey of the educational goals developed on behalf of the immigrant and refugee in America indicates that there has been a complete cycle. The first systematic educational efforts, as we have shown, were aimed at teaching the immigrant the English language so that he would be useful for his tasks in American industry. Then came the period which extended this educational goal by offering instruction in several aspects of acculturation (officially, assimilation, but a concept which has never been put into effect in the history of America's minorities). The post-war period saw the stress on the academic level on the cultural democracy concept; but this ideal has been more academic than practical, and World War II saw no definite evidences of the popular interest in any Americanization program. The recent waves of refugees, bringing in more or less well-educatedindividuals, saw a revival of educational efforts on their behalf; but they differ from the former endeavors in their emphasis on individual education and on instruction in English. The social aspects of acculturation — featuring, in general, the period between World War I and II — have been entirely ignored 1). 相似文献