Utilizing Information and Communication Technologies to Achieve Lifelong Education for All: A Case Study of Myanmar     

Naing?Yee?MarEmail author 《Educational Research for Policy and Practice》2004,3(2):141-166

This paper examines the role of information and communication technologies (ICTs) in advancing the cause of education for all and livelong learning. After examining the claimed benefits of ICTs for promoting education and schooling, and the characteristics of education and the basic education movement in Asia, the paper focuses on providing a case study of one country in South-East Asia, that of Myanmar, regarding the use of ICTs to achieve lifelong education for all. The paper reports on a research study being undertaken by the author which examines how ICTs are being harnessed to support educational needs in the formal education system in Myanmar, including basic education, teacher development, and in the higher education institutions under the Ministry of Education. The study focuses specifically on the applications of ICTs for increasing access and improving quality in the context of the Information Age. The research is based on a field survey and case studies of best practices and innovations in the applications of ICTs to education in the Myanmar education system. By identifying the conditions that must be addressed in making effective use of ICTs for learning and teaching, the results of this study provides much needed feedback to assist the Ministry of Education in Myanmar to operate most cost-effectively in this area. Although the paper specifically examines the situation regarding one particular country, lessons learnt from the experience of Myanmar have much to offer researchers, policy makers and practitioners regarding the applications of ICTs to education development in other parts of Asia, and indeed in other parts of the world. However, the extent to which the results of this research study are generalizable to other developing countries has yet to be ascertained, since this is beyond the scope of the study reported on in this paper.  相似文献   

Decentralisation In Education,Institutional Culture And Teacher Autonomy In Indonesia     

Christopher?BjorkEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):245-262

Indonesia has seen several recent attempts to devolve control over the curriculum to the local level. Rather than catalogue all of the problems encountered in the course of their implementation, the present contribution focuses on a single reform, the Local Content Curriculum (LCC). Analysis of local responses to this reform provides insights into the states influence on the actions and attitudes of Indonesian educators not previously detailed in research on educational decentralisation. These insights into the implementation of the LCC expand the understanding of the tangible effects of educational reform on actual learning institutions and pupils as well as inform about the central governments real ability to effect change in schools. The study also shows how the lethargy of local actors is bound to deeply engrained views about the role of Indonesian teachers in school, in the society and in the state.  相似文献   

Perspectives on the metallic interconnects for solid oxide fuel cells     

Zhu?Wei-zhong?Email author  Yan?Mi 《浙江大学学报(A卷英文版)》2004,5(12):1471-1503

The various stages and progress in the development of interconnect materials for solid oxide fuel cells (SOFCs) over the last two decades are reviewed. The criteria for the application of materials as interconnects are highlighted. Interconnects based on lanthanum chromite ceramics demonstrate many inherent drawbacks and therefore are only useful for SOFCs operating around 1000 ℃. The advance in the research of anode-supported flat SOFCs facilitates the replacement of ceramic interconnects with metallic ones due to their significantly lowered working temperature. Besides, interconnects made of metals or alloys offer many advantages as compared to their ceramic counterpart. The oxidation response and thermal expansion behaviors of various prospective metallic interconnects are examined and evaluated. The minimization of contact resistance to achieve desired and reliable stack performance during their projected lifetime still remains a highly challenging issue with metallic interconnects. Inexpensive coating materials and techniques may play a key role in pro moting the commercialization of SOFC stack whose interconnects are constructed of some current commercially available alloys. Alternatively, development of new metallic materials that are capable of forming stable oxide scales with sluggish growth rate and sufficient electrical conductivity is called for.  相似文献   

Investigation of compaction and sintering behavior of SiC powder after ultra-fine treatment     

郭兴忠  杨辉 《浙江大学学报(A卷英文版)》2004,5(8):950-955

Silicon carbide ceramics were prepared with SiC powder treated by the fluidized bed opposed jet mill as rawmaterials, and the effects of the ultra-fine treatment mechanism on the compaction and sintering behavior of SiC ceramicswere investigated. The results showed that the compacts had higher density and microstructure homogeneity when thesintering temperature of the compact was decreased; and that the surface microstructure, densification and mechanicalproperties of the sintered body could be ameliorated obviously.  相似文献   

Measuring teachers’ content knowledge of language and reading   总被引：1，自引：0，他引：1  

Louisa?C.?MoatsEmail author  Barbara?R.?Foorman 《Annals of dyslexia》2003,53(1):23-45

In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’ knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address teachers’ needs for insight and information about language structure and student learning.  相似文献   

Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators     

Rébecca?ShanklandEmail author  Evelyn?Rosset 《Educational Psychology Review》2017,29(2):363-392

Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school administrators and teachers to put into place. This may result in many teachers dismissing PPIs across the board as too complicated to implement. The goal of the present article is thus to present a review of brief PPIs (BPPIs) based on positive psychology research in order to encourage involvement in such interventions at school. The BPPIs presented here have been categorized into four sections according to established areas of research in positive psychology, mindfulness, gratitude, strengths, and positive relationships, with precise examples of practices which have been successfully implemented and have demonstrated diverse benefits on student learning and well-being. The potential limitations of such interventions are also highlighted in order to foster best practices and cross-cultural adaptations of such projects.  相似文献   

Contributions of the Home Literacy Environment and Underlying Language Skills to Preschool Invented Writing     

Hilde Hofslundsengen  Jan-Eric Gustafsson  Bente Eriksen Hagtvet 《Scandinavian Journal of Educational Research》2019,63(5):653-669

This study aimed to enhance our knowledge of the constituent variables affecting invented writing skills in 5-year-olds by investigating the concurrent relationships among home literacy, underlying language skills, and invented writing. The study comprised 111 Norwegian-speaking children (mean age: 5.7 years; 58 girls) and their parents. The children’s language skills were tested individually. The results showed that, on average, children achieved low scores on tests of word writing; however, the within-group variations in the children’s invented writing performances were large. The statistical modeling showed that parental education was significantly related to the home literacy environment, which was, in turn, directly related to both vocabulary and phonological awareness and indirectly related to invented writing skills. Implications of the findings are discussed.  相似文献   

Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model     

Laura-Marie U. Schr?der  Arjen E. J. Wals  C. S. A. van Koppen 《Environmental Education Research》2020,26(8):1088-1111

Abstract

This research investigates the state of student participation in the Eco-Schools programme in two selected secondary schools located in Spain and the Netherlands. The focus is on understanding the levers of student participation and of the factors leading to a whole-school approach. Engeström’s Second Generation Activity Systems Model is used as an analytical framework. The study also reflects on the merits and shortcomings of this framework. The analysis of the two cases revealed contradictions in the intended effect of the Eco-School programme on fostering student-led change towards sustainability and a whole-school approach. The research suggests that student participation in Eco-School programme can be fostered by using an activity-based ‘whole institution’ approach that interlinks a reflective and action-based procedure, by adapting the students’ learning environment according to their needs and capabilities, by providing for close teacher guidance in Eco-School activities and establishing good student-teacher-relationships, and, finally, by incorporating the Eco-School programme into the school’s overall educational framework.  相似文献   

Variation in expert source selection according to different objectivity standards     

Erik Alb?k 《Cultural Studies of Science Education》2011,6(2):475-478

Several scholars have tried to clarify how journalists handle and implement the abstract objectivity norm in daily practice. Less research attention has been paid to how common abstract professional norms and values, in casu the objectivity norm, may systematically vary when interpreted and implemented in daily journalistic practice. Allgaier’s study “Who is having a voice?” is a most welcome contribution to the, so far, limited literature on variation in the interpretation and implementation of journalistic norms among journalists. Not only does it demonstrate how the interpretation of journalistic norms may vary among journalists, but it goes one step further and demonstrates how variation in the implementation of such norms may affect journalistic products.  相似文献   

Changes in student attributions due to the implementation of central exit exams     

Britta?OerkeEmail author  Katharina?Maag Merki  Monika?Holmeier  Daniela?J.?J?ger 《Educational Assessment, Evaluation and Accountability》2011,23(3):223-241

The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from 2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively. As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted and consequences for further studies are formulated.  相似文献