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1.
'Internationalisation' became a key theme in the 1990s both in higher education policy debates and in higher education research. Starting off from a heterogeneous set of phenomena, internationalisation does not merely mean varying border-crossing activities on the rise anymore, but rather substantial changes: first, from a predominantly 'vertical' pattern of cooperation and mobility towards the dominance of international relationships on equal terms; second, from casuistic action towards systematic policies of internationalisation; third, from disconnection of specific international activities on the one hand and on the other internationalisation of the core activities towards an integrated internationalisation of higher education. Though higher education policy remains predominantly shaped on a national level and tends to underscore specific traditions and conditions of individual countries, the responsibility of individual institutions of higher education in Europe for their own future grows in the process internationalisation which is accompanied, among others, by growing pressure for diversity and increasing popularity of managerialism as well as by a policy of the European Commission which seems to favour de-nationalisation of higher education. 相似文献
2.
Peter Scott 《Tertiary Education and Management》2013,19(1):5-14
Abstract ‘Internationalisation’ became a key theme in the 1990s both in higher education policy debates and in higher education research. Starting off from a heterogeneous set of phenomena, internationalisation does not merely mean varying border‐crossing activities on the rise anymore, but rather substantial changes: first, from a predominantly ‘vertical’ pattern of cooperation and mobility towards the dominance of international relationships on equal terms; second, from casuistic action towards systematic policies of internationalisation; third, from disconnection of specific international activities on the one hand and on the other internationalisation of the core activities towards an integrated internationalisation of higher education. Though higher education policy remains predominantly shaped on a national level and tends to underscore specific traditions and conditions of individual countries, the responsibility of individual institutions of higher education in Europe for their own future grows in the process internationalisation which is accompanied, among others, by growing pressure for diversity and increasing popularity of managenalism as well as by a policy of the European Commission which seems to favour de‐nationalisation of higher education. 相似文献
3.
4.
Denis Clare 《Higher Education in Europe》1988,13(3):77-80
Academic mobility is up and running in the European Community. Beyond its borders, there are sign3 that non‐EC countries also do not want to be left out of what seems to be an important development. Hand on the heels of the Joint Study Programmes (1976‐1986), ERASMUS and COMETT have been launched albeit with limited budgets. Will their resources be sufficient to meet growing demand? What are the prospects for non‐Community countries that want to participate?.
This article assumes that the momentum for mobility will be greater than the resources available or predicted to meet it and that complementary strategies will have to be sought for and found if a great wave of enthusiasm for cooperation across borders is not to be frustrated. It describes the Council of Europe's recent initiatives in promoting transfrontier regional university cooperation, in various forms, and sees in them possible models for developing exchanges between regions on a modest flexible ad‐hoc basis. 相似文献
5.
The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their
everyday culture into the culture of school science (a process known as “cultural border crossing”). Migrant pupils might
face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well
as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present
in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative
inquiry process, we implemented an action research program (school year 2008–2009) in cooperation with two teachers, in a
primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with
cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety
of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies
(strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance
with a cross-border pedagogy) to help students cross smoothly from their “world” to the “world of science”. A crucial key
to the teachers’ expertise was their previous participation in collaborative action research (school years 2004–2006), in
which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry
environments. 相似文献
6.
Barbara M. Kehm 《Tertiary Education and Management》2013,19(4):369-382
Abstract In the framework of their first SOCRATES/ERASMUS applications in 1996, institutions of higher education in Europe were asked to formulate and submit a European Policy Statement (EPS) expressing the managerial and strategic thrust of their European goals and activities for which they wanted to receive support. As this was a new exercise for many institutions, especially from countries in which mission statements are not the rule, the resulting EPSs often contained a number of inconsistencies with regard to institutional strategies and policies and with regard to the relationship between institutional and European goals and policies. The contribution discusses typical problems of the strategic management of internationalisation processes at higher education institutions by presenting results of an analysis of these EPSs. It also draws some conclusions regarding implications for future developments in the context of institutional management of change and the concept of the learning organisation. 相似文献
7.
This paper examines alternative attitudes to internationalisation, using Australia and Finland as case studies. In Australia,
the principal thrust of “internationalisation” has been one of the export of educational services. The fees paid by the majority
of the 84 000 international university students have become a critical part of the funding of Australia’s university system.
In Finland, universities continue to be funded almost exclusively through government grants, and official philosophy towards
the internationalisation of higher education differs from the more direct economic Australian model. Comparative philosophy,
mobility and comparative numbers are considered.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
8.
欧盟“伊拉斯谟计划”及其意义 总被引：1，自引：0，他引：1
伊拉斯谟计划作为欧盟(欧共体)推动的欧洲国家间的大学生流动计划,为我们提供了了解欧洲高等教育跨国合作的一个独特视角。本文通过阐述伊拉斯谟计划的实施背景、目前情况以及相关评估,指出了欧盟在该计划之外致力于推动高等教育国际化的新举措。 相似文献
9.
Forms of assessment and their potential for enhancing learning: conceptual and cultural issues 总被引：2，自引：2，他引：0
Kerry John Kennedy Jacqueline Kin Sang Chan Ping Kwan Fok Wai Ming Yu 《Educational Research for Policy and Practice》2008,7(3):197-207
Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other
regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent
and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as
‘formative’ and ‘summative’ assessment and how they have developed over time. A focus of this review will be to identify the
implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which
they take place. The article will argue that different forms of assessment can be directed towards different learning purposes,
especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over
another may well be counterproductive in particular cultural contexts. 相似文献
10.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
11.
Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment 总被引：1，自引：0，他引：1
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and
young people with special educational needs, little is actually known about the relationship between what teachers think about
such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary
school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming
policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children
taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels
of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive
attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful
inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
12.
Deepanjan Majumdar 《Resonance》2001,6(6):43-52
Increase in the concentration of several greenhouse gases in the atmosphere during the last few decades has warmed up the
atmosphere, a phenomena popularly known as ‘global warming’. There are people who believe that ‘global warming’ does not exist,
or will have negligible consequences on the earth and its biosphere, if at all it exists. Satellite record over the past few
decades have shown a slight cooling trend in the lower troposphere, casting a doubt on the existence of ‘global warming’.
During the same time, atmosphere near earth’s surface has shown a warming trend. Efforts are on to explain this temperature
anomaly and it may take time to say conclusively whether ‘global warming’ exists or not. 相似文献
13.
Elizabeth Warren 《Educational Studies in Mathematics》2006,62(2):169-189
This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly
used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal
study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children
have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children
also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year
period. 相似文献
14.
In the last three decades there have been a variety of studies of what is often referred to as ‘everyday’ or ‘street’ mathematics.
These studies have documented a rich variety of arithmetic practices involved in activities such as tailoring, carpet laying,
dieting, or grocery shopping. More importantly, these studies have helped to rectify outmoded models of rationality, cognition,
and (school) instruction. Despite these important achievements, doubts can be raised about the ways in which theoretical conclusions
have been drawn from empirical materials. Furthermore, while these studies rightly criticised prevalent theories of rationality
and cognition as too simplistic to account for everyday activities, it seems that some of the proposed alternatives suffer
from similar flaws (i.e., are straightforward inversions of the to-be-opposed theories, rather than more nuanced views on
complicated issues). In this article we illustrate our sceptical view by discussing four case studies in Jean Lave’s pioneering
and influential ‘Cognition in Practice’ (1988). By looking at the case studies in detail, we investigate how Lave’s conclusions
relate to the empirical materials and offer alternative characterisations. In particular, we question whether the empirical
studies demonstrate the existence of two different kinds of mathematics (‘everyday’ and ‘school,’ or ‘formal’ and ‘informal’) and whether school instruction tries to replace the
former with the latter.
相似文献
| Christian GreiffenhagenEmail: |
15.
为打破欧洲各国的高等教育边界,欧洲各国于1999年签署了《博洛尼亚宣言》,由此启动了博洛尼亚进程。目前,欧洲各国教育部长们在推动旨在促进学生流动的学习项目方面达成了共识,一方面,吸引欧洲以外的学生到欧洲国家修读学位项目,另一方面促进欧洲内部的短期学生流动。虽然该政策的效果评估面临各种问题,但有些大体趋势依然可见。首先,博洛尼亚进程有助于促使欧洲以外的学生到欧洲学习,但对促进欧洲内部的学生流动作用不大。其次,到毕业为止,学生频繁向外流动的情形超出了很多学者的预期,但也因国家而异。最后,由于学生流动的排他性式微,其价值逐渐减小。 相似文献
16.
Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within
an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental
design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students
writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities
during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer
scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation
from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two
common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach:
‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions
‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed,
and conclusions for optimizing science teaching are drawn. 相似文献
17.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
18.
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
19.
高等教育、国际化与民族国家 总被引：8，自引：0，他引：8
在 2 0世纪 90年代 ,国际化在高等教育政策讨论和研究领域都成为核心议题。与此相伴随的是欧洲高等教育的非国家化政策的出现 ,高等教育机构自身责任感的增强 ,管理主义的日益流行。关于高等教育在国际化与民族国家方面的作用历来有争议 ,本文通过比较欧洲大陆和盎格鲁 撒克逊国家的做法对高等教育的这一作用进行了探讨。国际化是对欧洲和德国高等教育的一种挑战 ,本文在评价其所带来的不同影响的同时 ,分析了欧盟和波伦尼亚进程的作用 ,以及德国高等教育国际化改革的原始推动作用。对复杂和充满活力的多层次欧洲高等教育国际化体系的进一步考察表明 ,它不仅使不断增加的跨国界活动日趋多样化 ,而且更为重要的是发生了实质性的变化 ,即出现了系统性的国际化政策 ,全球化高等教育市场的国际间合作和竞争意识也不断增强 相似文献
20.
MS Ruth Coulson 《Research in Science Education》1992,22(1):101-105
The attitude towards science of first year early childhood education students was explored using an instrument developed for
the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four
scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were
supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude
towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments
made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores
on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale.
Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than
students who had not studied science at senior level.
Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls. 相似文献