Window Dressing or Transformation? Intercultural Education Influenced by Globalization and Neoliberalism in a Secondary School in the Canary Islands,Spain     

Lidia Cabrera Pérez  Martha Montero-Sieburth  Elisa Trujillo González 《Multicultural Perspectives》2013,15(3):144-151

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Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach     

Elisa Kupers  Marijn van Dijk  Paul van Geert 《学习科学杂志》2017,26(1):131-166

Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual music lessons from a complex dynamic systems approach. Three beginning string instrument students and their teacher were followed for 18 months (28 lessons per dyad) by means of video observations. We combine cluster analyses on longitudinal data with qualitative illustrations of moment-to-moment teacher–student transactions to gain insight into how and why change in teaching and learning occurs. The 3 cases show distinct profiles of change: the development of strong suboptimal attractor states, the emergence of optimal attractor states, and a profile that is characterized by falling back into suboptimal attractor states. We discuss how optimal and suboptimal learning and teaching trajectories can unfold over time and how a mixed methods approach can provide valuable new insights for both practice and future research.  相似文献   

Design procedure for thin three-layer plates made of a depleted material     

Gianpaolo Perrella  Giovanni Maria Montuori  Massimiliano Fraldi  Elena Mele 《浙江大学学报(A卷英文版)》2016,17(6):427-442

The efficiency of a long-span structure relies on how material is locally distributed within a fixed structural shape. In this paper a design procedure for thin plates made of three layers of a depleted material subject to a distributed vertical load is proposed. The investigation is driven by the idea of the optimal material organization and has the objective of maximizing the overall stiffness/weight ratio of the structure. Two microstructural architectures of the media are considered: a porous solid structure and a truss arrangement. For each type of microstructure the flexural stiffness has been correlated to the level of depletion by the use of a power law function by setting very few parameters. Finally, invoking the principles of structural homogenization theory, the global flexural response of the plate has also been calculated. The validity of the method is demonstrated by comparing the analytical results with those obtained by a numerical finite element simulation of the structure based on a detailed model of the media.  相似文献   

Exploratory analysis of decentralized governance and its implications for the equity of early childhood education services in four countries of Europe and Central Asia     

Liliana Angelica Ponguta  Carlos Aggio  Kathryn Moore  Elisa Hartwig  Bosun Jang  Jelena Markovic 《Early Years: An International Journal of Research and Development》2019,39(3):326-342

We conducted a qualitative study in four countries of the Europe and Central Asia (ECA) region and explored the Early Childhood Education (ECE) policy landscape with an emphasis on the challenges and opportunities decentralization has presented for the provision of services. We content-analyzed ECE policies and documents to map national approaches to ECE. Key informant interviews were conducted to assess the implementation of decentralized ECE governance. An analytical framework that combined core constructs of ECE systems and key domains of decentralization (autonomy, institutional capacity and accountability) was developed and applied. Our analysis points to four overarching processes that contribute to the perpetuation and possible increase of inequitable ECE including (1) sparse mechanisms for participatory and autonomous policy formulation, with few systematic efforts to strengthen local institutional capacities; (2) fragmented policy approaches to promote the assessment and strengthening of quality at scale; (3) funding frameworks and financing schemes that tend to benefit enrolment in contexts of higher levels of economic development; and (4) few mechanisms for coordination to ensure operational coherence across the ECE sector.  相似文献   

Māori university graduates: indigenous participation in higher education     

Reremoana Theodore  Karen Tustin  Cynthia Kiro  Megan Gollop  Mele Taumoepeau  Nicola Taylor 《高等教育研究与发展》2016,35(3):604-618

Māori, the indigenous population of New Zealand, are gaining university qualifications in greater numbers. This article describes the history of Māori university graduates, their current situation and the implications for indigenous futures. Section one provides a brief overview of historical policies and practices that, similar to those used on other indigenous populations, resulted in the widespread exclusion of Māori from university education until the 1970s and 1980s. Section two describes findings for Māori university graduates (n?=?626) from the Graduate Longitudinal Study New Zealand (GLSNZ). Results show that nearly half (48.4%) were the first member of their immediate family to attend university. Humanities/education (50.8%) was the most common domain of study followed by commerce (17.7%), science/engineering (15.4%), health sciences (10.9%), law (2.8%) and PhD study (2.4%). More Māori graduates were females (71%). One-third of graduates were parents, and being a parent was associated with a lower likelihood of studying science and engineering compared to those participants without children. The most common areas/fields that participants wished to work in post-graduation were education and training (28.3%), health care and medical (17.4%) and government (11.8%). Despite increases in higher education participation and completion, parity remains an issue. Similar to previous indigenous research findings, Māori are under-represented as graduates (7.1% of the total sample) and in particular as postgraduates (5.8%) considering that Māori constitute 14.9% of the New Zealand population. Contemporary indigenous graduates are critical for indigenous development. Over the next 10 years, the GLSNZ will follow graduates and provide insights into Māori graduate outcomes.  相似文献   

Teachers’ professional development through university–school partnerships: theoretical standpoints and evidence from two pilot studies in Chile     

Valeska Grau  Elisa Calcagni  David D. Preiss  Dominga Ortiz 《Cambridge Journal of Education》2017,47(1):19-36

This paper presents a teacher professional development programme, based on a university–schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are presented. Finally, an illustration of the model is provided by presenting two pilot studies implemented in Chile. A qualitative analysis of interviews showed that the programme was successful in promoting teacher reflection, leading to reported changes in their practices. Finally, the advantages and the challenges arising from this study, and the educational possibilities of this model of professional development, are discussed.  相似文献   

Fair access to higher education and discourses of development: a policy analysis from Indonesia     

Elisa Brewis 《Compare》2019,49(3):453-470

The purpose of this paper is to explore the relationship between fair access policies and discourses of development through a policy analysis of higher education reform in post-authoritarian Indonesia (1998–present). The method was document analysis of five laws/regulations, using the criteria of accessibility, availability, and horizontality to identify the extent of fair access for students from (1) lower socioeconomic backgrounds and (2) under-developed regions of the archipelago. The analysis demonstrates how neoliberal, human capital, inclusive development and Pancasila discourses have been called upon in the making and un-making of a higher education market, with ultimately favourable outcomes for the fair access agenda.  相似文献   

Editorial Preface     

Elisa M. Stone 《CBE life sciences education》2013,12(2):139

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Near-peer teaching in an anatomy course with a low faculty-to-student ratio     

Durán CE  Bahena EN  Rodríguez Mde L  Baca GJ  Uresti AS  Elizondo-Omaña RE  López SG 《Anatomical sciences education》2012,5(3):171-176

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.  相似文献   

Tuberculosis case management training     

Elisa Knebel  Jennifer Kolodner 《TechTrends》2001,45(2):20-21

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