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1.
The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United
States influence the ability of new teachers of color to draw on their own and their students’ cultural resources to engage
in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these teachers identified three
principal tensions which correspond to the three dimensions of culturally responsive teaching: (a) cultural and linguistic
relevance versus standardization, (b) community of learners versus teacher transmission, and (c) social justice versus enhanced
test scores. The teachers also described two mechanisms by which accountability-based programs and policies were enforced:
fear of monitoring and internalizing the link between testing and educational opportunity. We applied the metaphor of “double
bind” to explain the tensions and enforcement mechanisms encountered by these teachers. The “double bind” forced the new teachers
of color to enact contradictory systemic demands promoted by government policy and the teaching profession and exacted an
individual toll. We conclude with implications for policy, practice, and research. 相似文献
2.
Gerald Wangenge-Ouma 《Higher Education》2012,64(6):831-844
The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about “free” higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students’ demand for “free” higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country’s post-apartheid transformation policy in higher education? Finally, is “free” higher education the panacea to the access and participation challenges facing Black students? 相似文献
3.
《International Journal of Educational Development》2006,26(5):513-531
The paper aims to assess the impacts of a dramatic decentralisation reform in Indonesia on access to and quality of primary and secondary education. The research draws on qualitative and quantitative data from interviews, focus group discussions and household surveys in four selected districts. The main conclusions are threefold; the administration of educational services is without transparency and accountability, household expenditures on children's education are high and increasing, and huge social and geographical disparities exist. Policy recommendations include increased government spending to make primary education available to all and improved measures to control public policies and expenditure in this sector. 相似文献
4.
During the past several decades, the Korean higher education sector has experienced tremendous expansion, while the quality
of teaching and research has not improved very much. Despite the fact that higher education had to rely on the private sector
for most of its finance and provision, market competition among higher education institutions has, until recently, been heavily
restricted by the government. We argue that the government should try to incorporate more market-based policies in order to
upgrade the quality of teaching and research at higher education institutions.
An earlier version of this paper has been presented at the workshop, ‘Upgrading Korean Education in the Age of Knowledge Economy:
Context and Issues’ sponsored by Korea Development Institute and the World Bank, October 14–15, 2002, Seoul, Korea. We are
grateful to the workshop participants and anonymous referees to this journal for their comments and suggestions. 相似文献
5.
Tesfaye Semela 《Cambridge Journal of Education》2014,44(1):113-145
The purpose of this article is to provide a more comprehensive picture of teacher preparation in Ethiopia on top of a closer scrutiny of current teacher education reforms. In particular, it presents teacher education within the context of policy implementation over the last six decades by highlighting key reforms and how these reforms impacted the education system in general and the teaching profession in particular. In analysing why and how the policy reforms took place, the paper draws on Chin and Benne’s strategies of change management and the world system theories. Further, based on government statistics, official policy documents, and observations, the paper argues that the series of policy interventions were short of addressing the challenges of teacher preparation, including maintaining minimum quality standards, though the sector’s expansion has had favourable impact on educational access and bridging regional and gender disparities. 相似文献
6.
This article examines the implications for access and equity of the Syrian government’s efforts to reform higher education
in the country over the past decade. In the context of social and economic reforms that are moving the county from a state-controlled
to a social market economy, it focuses on adequacy in financing higher education, as well as efficiency and equity. Significant
progress has been made in access to higher education. The government has introduced a rich variety of options for accessing
higher education, resulting in a doubling of enrolled students over the past 10 years. In terms of equity, the gender gaps
in higher education enrollment and completion have all but disappeared nationally, although regional variations persist. The
study raises concerns about the system’s internal and external efficiency: despite some improvements, the quality of the curricula
and their relevance for the labour market remain serious issues. 相似文献
7.
Dale Kirby 《Higher Education》2011,62(3):267-278
Under the Canadian constitution, authority over all levels of education, including higher education, rests with each of the
individual provinces and territories. Although Canada has one of the highest levels of per capita educational attainment in
the world, student access continues to be one of the most dominant policy areas in Canadian higher education. In recent years,
a number of significant access policy reforms have been put in place by governments at the national and provincial levels.
These initiatives are demonstrative of the continued and growing influence of marketization in Canada’s quasi-market system.
This analysis provides some insight into these recent reforms and the influence that market principles have come to have in
Canadian policies on both the supply-side and the demand-side of the country’s higher education sector. 相似文献
8.
9.
Huisheng Tian 《Frontiers of Education in China》2007,2(1):119-132
Currently, there is lack of educational wisdom in classroom teaching. Educational wisdom is a kind of quality of good education,
representing a free, harmonious, open and creative status of education. The educational wisdom of intellectual teachers is
the outcome of the close integration of educational science and art. It is also the result of teachers’ long-term practice,
reflections and the comprehensive expression of teachers’ capacities. The shackles of traditional teaching systems, the utilitarianism
orientation of teaching reforms and educational research and the habitual mode of teachers’ practice have affected the formation
of teachers’ educational wisdom. To get rid of the dilemma, it is necessary to reconsider the significance and the value of
teaching, to show due concern with teachers’ practice, to weaken the utilitarianism orientation of teaching reforms and educational
research and to arouse teachers’ professional feelings and enthusiasm for learning.
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2005, (2): 50–57 相似文献
10.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
11.
浅析面临挑战与机遇的美国研究型大学本科教育 总被引：6，自引：1，他引：6
存在于美国研究型大学中由来已久的教学与科研的紧张关系直接导致本科教育的削弱和水平下降。文章分别从本科教育的五项内容－－课程、学生、教学、校园文化和师资所存在的问题与应该达到要求出发，探寻了研究型大学本科教育的定位及优势；并指出了今后研究型大学本科教育的发展趋势；利用优势重构系统，树立以学生为中心的观念，走与工业企业结构、提高学生创造能力的途径。 相似文献
12.
Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
13.
Despite official government srt (in various jurisdictions around the world) for providing students with opportunities to construct
their own knowledge within the context of formal schooling, school science systems continue to place greatest priority on
teaching and learning of products of science (e.g., laws and theories), while compromising students’ opportunities to develop realistic conceptions about science and expertise for doing science. Based on qualitative data analyzed using constant comparative methods (based on constructivist grounded theory),
we found this also to be the case – paradoxically – in a school belonging to the Canadian Coalition for Self-directed Learning
(CCSDL). Schools in this coalition espouse, among various goals, enabling students to construct their own knowledge, in ways
and directions suiting their individual needs, interests, perspectives, and abilities, in addition to gaining access to knowledge
developed by society. The science department within the coalition school in this study experienced considerable difficulty
realizing this goal, despite school-level administrative support for a concerted effort to reinvent itself along these lines.
Factors that appeared to influence the science department’s efforts included those in each of Schwab’s (1969) educational
"commonplaces;” that is, the curriculum, teachers, students, and the milieu surrounding teaching and learning. Further analysis suggests that results can be explained through reference to a Kuhnian
(1962/1996) paradigm conflict – in which the school’s administrative and curricular committee and other members of the CCSDL
were unsuccessful in convincing members of the science department (who, in turn, appeared to be supported by the provincial
government, parents, and students) to make provisions for more student-directed, openended science inquiry. Assuming that
student-led scientific inquiry continues to be an important curricular goal, efforts must continue to be made, therefore,
to convince members of the mainstream paradigm that it is a worthy goal. 相似文献
14.
The scope of this paper spans from macro-level national and inter-state comparisons to more micro-level intra-state scrutiny
of systemic fault-lines shaping the contours of girls’ education in India. Post independence, national level indicators have
been suggestive of greater gender parity. Yet, there is more to inclusiveness of girls in Indian higher education than increasing
absolute numbers or improving gender ratios. Rising female participation has coincided with a massive ‘systemic expansion’
of delivery systems and therefore, would have to be a function of this expanded availability. As a corollary, systemic skews
and limitations, both qualitative and quantitative, are bound to influence how girls get incorporated into the system. This
would matter not just in terms of how many access it, but also what courses do they access and where. In the course of this
paper, we scan through several geographic layers of delivery systems to surface how critical systemic traits are shaping access
to higher education in India, and how girls remain particularly vulnerable to them. It reveals how the progress achieved so
far has spawned its own hierarchies, which do not get reflected adequately in the national level indicators. As we scale down
to states, the first set of skews begins to surface in the form of inter-state disparities of access and uneven faculty-wise
distributions. Moving to the next level of geographic dis-aggregation, further skews are revealed based on availability of
medium of instruction; as also the guidelines of gender based affirmative action meant for improving girls’ participation
that ironically end up creating their own distortions. Through a study of these multi-layered hurdles, this paper brings forth
the systemic side of impediments that have remained less explored in comparison with the cultural-attitudinal biases that
have plagued girls’ participation to higher education in India. 相似文献
15.
Gerhard de Haan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,31(1):315-328
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
16.
Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project
adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use
these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty.
The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers
for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop
tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across
America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness
valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important
ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across
the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We
welcome other teacher education institutions and professional associations as partners as we move ahead. For more information,
please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu 相似文献
17.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
18.
Jolly Rubagiza Edmond Were Rosamund Sutherland 《International Journal of Educational Development》2011
The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT. 相似文献
19.
Madeline Mavrogordato 《Peabody Journal of Education》2013,88(4):455-467
Sixty years ago, federal guidelines regarding the instruction of special populations in American public schools were nonexistent. Racial minorities, language minorities, women, the poor, and those with physical and mental disabilities had not been identified as groups that needed special protections. Much has changed since then. Federal legislation that is designed to ensure that all of these groups have access to equal educational opportunities in the United States is now in place. This article examines the evolution of policies surrounding bilingual education to illustrate that the need to ensure the educational opportunities of certain student populations compelled the federal government to become more involved in the governance and oversight of American public education. The implementation of such federal “protection policies” designed to expand educational opportunities for traditionally underserved groups of students ultimately fortified and solidified the federal government's more pronounced role in public education. 相似文献
20.
《International Journal of Educational Development》1994,14(2):159-176
This paper describes the magnitude of British bi-lateral support for educational development and develops an analysis of recent patterns of disbursement.1 Educational assistance was given to 111 countries between 1989 and 1991. Sub-Saharan African countries received more than other regions and most of the disbursement for education that was classified by sector was directed towards higher education. Amongst major recipient countries more educational assistance per capita tends to be given to countries with relatively greater Gross National Products per Capita and Human Development Indices, smaller populations, higher Gross Enrolment Ratios and smaller gender disparities in enrolments at primary level, and those which spend a greater proportion of GNP on education. The paper explores possible reasons for what is observed and the tensions between over-arching assistance policy and actual disbursement patterns. Concluding remarks draw together some of the main observations and suggest issues for further consideration. 相似文献