Achieving Bologna convergence: is ECTS failing to make the grade?     

Terence Karran 《Higher Education in Europe》2004,29(3):411-421

Transparent and consistent credit transfer procedures are essential if EU Universities are to successfully build the European Higher Education Area and thrive in the emerging global knowledge economy. Currently, the European Credit Transfer System is the most widely used mechanism to enable credit transfer between universities in different EU nations. Using data from 20 universities in four EU member states, this paper examines the problems in calculating and using ECTS grades. The results demonstrate that the alignment of ECTS grades varies within nation states and show that, despite the fact that ECTS grading is a norm‐referenced system, while national systems are usually criterion‐referenced, the ECTS conversion tables provided by universities indicate straight line transference from institutional to ECTS grades. Given the anticipated increase in student mobility following the EU enlargement to 25 nations, this paper proposes a re‐alignment of ECTS towards a criterion‐referenced system. Such a new system would acknowledge and build on the diversity of EU higher education systems, unlike the current mechanistic system. The latter masks this diversity and is flawed in calculation and ad hoc in operation.  相似文献   

Book reviews     

W. D. Halls  Terence Lawson  T. Neville Postlethwaite  Börje Holmberg  Sherman D. Spector  Richard L. Cummings  George Z. F. Bereday 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(4):502-511

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A framework for improving the task-to-technology fit in distance education     

Terence C. Ahern 《TechTrends》1996,41(6):23-26

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From domestic helper to ‘assistant teacher’ ‐ the changing role of the British classroom assistant     

Terence Clayton 《欧洲特需教育杂志》2013,28(1):32-44

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Searching for Best Practice in Initial Teacher Education: responding to the challenges     

Terence J. Lovat 《Asia-Pacific Journal of Teacher Education》1999,27(2):119-126

In this paper an innovative teacher education programme at The University of Newcastle in Australia is described. Public debates and reports on teacher education are the motivation for the new programme. Aristotle's ethical theory is employed to develop a new knowledge base and to ensure that old debates about the relative importance of content and pedagogy are not revisited. The paper endorses the recent Adey Review as helpful in this regard.  相似文献   

A Typology of Undergraduate Textbook Definitions of ‘Heat’ across Science Disciplines     

Carl A. Doige  Terence Day 《International Journal of Science Education》2013,35(5):677-700

The physics and chemistry education literature has grappled with an appropriate definition for the concept of heat for the past four decades. Most of the literature promotes the view that heat is ‘energy in transit’ or ‘involves the transfer of energy’ between the system and surroundings because of a difference in temperature. Given that many undergraduate students are not learning the concept of heat in physics and chemistry alone, the goal of this investigation is to explore the conceptions of heat as presented in textbooks from across the science disciplines. An analysis of the definitions of heat from physics, chemistry, the biological sciences and the earth sciences showed a significant variation in the definitions within a discipline and between the disciplines. Specifically, the physics and chemistry textbooks used ‘energy in transit’ or ‘transfer of energy’ definitions (Class I), whereas textbooks from other disciplines typically used definitions which relate heat to ‘molecular kinetic energy’ (Class II) or they used a hybrid of Class I and II definitions. Although a universal definition of heat across disciplines may not be possible (or even desirable), we suggest that discrepancies in definitions be acknowledged and clearly communicated to students.  相似文献   

Addressing issues of religious difference through values education: an Islam instance     

Terence Lovat  Neville Clement  Kerry Dally  Ron Toomey 《Cambridge Journal of Education》2010,40(3):213-227

The article’s main focus is on exploring ways in which modern forms of values education are being utilized to address major issues of social dissonance, with special focus on dissonance related to religious difference between students of Islamic and non‐Islamic backgrounds. The article begins by appraising philosophical and neuroscientific research relevant to the underpinning concepts behind such forms of education. It then explores evidence from the federally funded Australian Values Education Program, and its various related research projects, that suggests that values education has potential to impact on a range of educational measures, including those related to enhancing understanding and tolerance across lines of religious difference.  相似文献   

Four Philosophical Perspectives on School Inspection: An Introduction     

Terence H. Mclaughlin 《Journal of Philosophy of Education》2001,35(4):647-654

This article offers an introduction to the four philosophical perspectives on school inspection that are presented in the articles which follow. Several aspects of practical contexts relating to school inspection are outlined (with particular reference to England) and major points made in the articles are outlined.  相似文献   

Writing Critical Ethnography: Dialogue, Multivoicedness, and Carnival in Cultural Texts     

Richard A. Quantz  Terence W. O'Connor 《Educational theory》1988,38(1):95-109

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Modelling science as a contribution good     

Terence Kealey  Martin Ricketts 《Research Policy》2014

The non-rivalness of scientific knowledge has traditionally underpinned its status as a public good. In contrast we model science as a contribution game in which spillovers differentially benefit contributors over non-contributors. This turns the game of science from a prisoner's dilemma into a game of ‘pure coordination’, and from a ‘public good’ into a ‘contribution good’. It redirects attention from the ‘free riding’ problem to the ‘critical mass’ problem. The ‘contribution good’ specification suggests several areas for further research in the new economics of science and provides a modified analytical framework for approaching public policy.  相似文献