Quality assurance of higher education in transition countries: Accreditation ‐ accountability and assessment     

Darwin D. Hendel  Darrell R. Lewis 《Tertiary Education and Management》2013,19(3):239-258

Abstract

One issue facing countries in transition concerns how to ensure quality for a broader and more diverse set of institutions. Quality assurance processes (i.e. accreditation, accountability and assessment) have particular relevance today as higher education undergoes dramatic changes in countries in transition, as the world becomes more internationalised, and as private higher education institutions increase in number and enrol increasing numbers of students. Three questions emerge. Do differences among transition countries relative to central control prior to independence explain the current set of quality assurance mechanisms? Has the growth of private higher education in transition countries affected how quality assurance is conceptualised? Have quality assurance mechanisms been affected by the opening of branch campuses in transition countries?  相似文献   

Teaching development for doctoral students: what can we learn from activity theory?     

Nick Hopwood  Claire Stocks 《International Journal for Academic Development》2013,18(3):187-198

This paper explores issues relating to programmes for doctoral students wishing to gain experience of, and develop skills in, teaching. The focus is on “Developing Learning and Teaching” – a new provision at the University of Oxford. The purpose is to exemplify how activity theory can be used to situate particular programmes and individual experiences in a wider systemic setting. The authors explain the concepts of the activity system, and use these to identify systemic tensions (analysing university‐wide survey data), then to assess whether the provision has addressed these tensions (analysing data from interviews with participants).

Cet article explore les questions soulevées par les programmes destinés aux doctorants intéressés à acquérir une expérience d’enseignement et à développer leurs compétences d’enseignement. Le centre d’intérêt est placé sur ? «Developing Learning and Teaching» ? – un nouveau cours offert à l’université d’Oxford. L’objectif est de démontrer comment la théorie de l’activité peut être utilisée de façon à situer des programmes spécifiques et des expériences individuelles dans un contexte systémique plus vaste. Nous expliquons les concepts du système d’activité et utilisons ceux‐ci de façon à identifier des tensions systémiques (par l’analyse de données recueillies par questionnaire à la grandeur de l’université), puis évaluons si le cours cible ces tensions (par l’analyse de données recueillies par entretien auprès des participants).  相似文献   

Meeting special educational needs in infant classes: A discussion of evidence from HMI reports on individual schools     

Ann Lewis 《School Leadership & Management》2013,33(2):245-255

The debate over who in the family makes the selection of a preferred new school is an important one for many reasons. This paper presents some of the positions in that debate and attempts to resolve some of the apparent contradictions and anomalies in previous findings by using a new three step model of choice. This model clearly suggests that the reported role of both parents and children are susceptible to variations over time during the process of choice and that some of the differences discernible in previous studies may be due to this. In addition the model predicts that a simple division of families into 'alert' and 'inert' or 'disconnected' and 'privileged' or parent-centred and child-centred will not work in making sense of the complex micropolitics of choice in most families.  相似文献   

Translanguaging: origins and development from school to street and beyond     

Gwyn Lewis  Bryn Jones  Colin Baker 《Educational Research and Evaluation》2013,19(7):641-654

The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research.  相似文献   

Using a college human sexuality course to combat homophobia     

Anissa Rogers  Nick McRee  Diana L. Arntz 《Sex education》2013,13(3):211-225

The present study seeks to identify factors among university students that may be associated with homophobic attitudes and whether homophobia may be reduced by educational interventions, such as knowledge-based curricula found in college sexuality courses. Participants were 128 undergraduate students attending a small, private university in the northwestern region of the United States. At the beginning and end of the fall semester 2004, survey packets consisting of a demographic questionnaire, the Sexual Opinion Survey, the Homophobia Scale, a sexual knowledge survey, and the Bem Sex Role Inventory were administered to students attending a human sexuality class and a comparison group of students enrolled in professional and social science introductory courses. Relative to the comparison group, homophobia levels significantly decreased over the course of the semester among students attending the sexuality class. The effect of attending the class on reducing homophobia was partially mediated by an increase in self-reported knowledge about sexual matters. Taken together, these results suggest that the knowledge-based curriculum of sexuality courses may play an important role in affecting broader attitudes about sexuality among college students, including attitudes about homosexuality.  相似文献   

Australian Early Childhood Teacher Education: Developments and Concerns     

Wendy E. Schiller  George F. Lewis 《Journal of Early Childhood Teacher Education》2013,34(3):48-55

The history of early childhood teacher education in Australia dates back to 1897 with the establishment of the Kindergarten Union Teachers' Training College in Sydney. Since the 1970's, small, specialized, private teachers' colleges in each state have emerged to become part of the national government system of Colleges of Advanced Education (CAE's). These institutions had as a primary goal to teach rather than to conduct research about teaching. CAE's have historically been primarily responsible for vocationally-oriented professional courses of study such as nursing, teaching, social welfare, media and communications, fine arts and health studies. It was in this CAE's system where students were prepared to be early childhood, elementary, and secondary teachers. These programs lead to a three-year Diploma of Teaching or a four-year Bachelor of Education. This approach was based on the Australian pattern of specialized teacher training which was generally provided immediately upon graduation from high school. Universities provided training in early childhood-related areas such as psychology, psychiatry, social work and medicine but did not include specialized early childhood teacher preparation per se (although they do provide secondary teacher preparation).  相似文献   

Defining the political ontology of the classroom: toward a multitudinous education     

Tyson Lewis 《Teaching Education》2013,24(4):249-260

This paper is driven by a simple question: what type of collective space is a classroom and how can it be imagined differently? Drawing on the social topography provided by Hardt and Negri, I suggest that schools have traditionally worked to produce either (a) a people; (b) a crowd; or (c) the masses. The problem with these forms of social collectivity is that they each tend to limit radical movements for democracy. Opposed to a people, a crowd, or the masses, I suggest that classroom collectivity be reconceptualized in terms of the multitude. It is by configuring the dynamic space of the classroom in relation to a theory of the multitude that educational democracy can be achieved.  相似文献   

Turning Academics into Teachers: A discourse on love     

Lewis Elton 《Teaching in Higher Education》2013,18(2):257-260

As a contribution to the debate, this article analyses the different meanings of the word 'love' and uses this analysis to demonstrate that good teachers love both their subject and the teaching of it, and that this involves them in respecting researchers in both their subject and in pedagogy.  相似文献   

Beyond hard outcomes: ‘soft’ outcomes and engagement as student success     

Nick Zepke  Linda Leach 《Teaching in Higher Education》2013,18(6):661-673

This paper questions current policy discourses that equate student success with hard outcomes like retention, completion and employment. It offers another view, one that uses ‘soft’ outcomes and student engagement literature to widen our understanding of student success. In the paper, we first draw on literature to explore student engagement, usually understood as a means to achieve success, and ‘soft’ outcomes as acceptable student outcomes, as success. We present possible indicators for these forms of success and a matrix of factors which influence such success. We then examine these ideas using data gathered from a project that investigated success as experienced by post-school foundation learners in Institutes of Technology and Polytechnics in Aotearoa/New Zealand. The findings suggest that the ideas have value. Finally, we identify some implications for teachers, arguing that, contrary to some current views, all four quadrants in the matrix are the business of teachers.  相似文献   

Swarm Intelligence: Rethinking the Multitude from within the Transversal Commons     

Tyson E. Lewis 《Culture, Theory & Critique》2013,54(3):223-238

Abstract

Michael Hardt and Antonio Negri argue that contemporary political and economic struggle entails reappropriating the monster as a potent image of multitudinous insurgency against Empire. This essay critically appraises the status of the monstrous in Hardt and Negri's work by bringing the field of critical animal studies into dialogue with Hardt and Negri in order to demonstrate how their conceptualisation of the monstrous nature of the multitude is not monstrous enough. While gesturing toward a posthumanist understanding of the multitude as a monstrous and unformed flesh of resistance and transformation, Hardt and Negri provide no clear discussion of the role of nonhuman animals within the multitude. Instead, nonhuman animals are reduced to mere allegories for the swarm intelligence of a decisively human multitude. The monstrous nature of the multitude remains mired within an anthropocentric speciesism that does not recognise the linguistic, cognitive and material resources that nonhuman animals may bring to the development of a swarm intelligence capable of overcoming the domination of nature inherent in Empire.  相似文献