THE GLOBALIZATION OF THE PROFESSIONS AND HIGHER EDUCATION: TRADE AGREEMENTS,NEW TECHNOLOGIES,AND THE QUALITY IMPERATIVE     

Marjorie Peace Lenn 《Higher Education in Europe》1996,21(4):89-96

The global marketplace and new technology are contributing to the rapid globalization of higher education. No longer is higher education provided solely within national borders. Transnational educational programmes, provided both by the higher education and the corporate sectors, can be found in multiple forms, provided both electronically and in traditional ways. Issues of quality, purpose, recognition, and responsibility abound in this new borderless educational arena, posing new challenges to the regulatory communities of accreditation, certification, and licensure, the three pillars of heretofore national quality and competency assurance among the professions of the world. It is the globalization of the professions and the need to provide common professional preparation which is the fastest moving justification for regional and global standards setting and accreditation. Institutions of higher education and their quality assurance processes that have already considered the need to incorporate regional or global standards of quality to improve internal competency and external competition will be in a better position to propel the purposes of the various trade agreements than those that have remained nationalistic and myopic in scope.  相似文献   

Does It Matter How We Speak About Social Kinds? A Large,Preregistered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs     

Rachel A. Leshin  Sarah-Jane Leslie  Marjorie Rhodes 《Child development》2021,92(4):e531-e547

A problematic way to think about social categories is to essentialize them—to treat particular differences between people as marking fundamentally distinct social kinds. From where do these beliefs arise? Language that expresses generic claims about categories elicits some aspects of essentialism, but the scope of these effects remains unclear. This study (N = 204, ages 4.5–8 years, 73% White; recruited predominantly from the United States and the United Kingdom to participate online in 2019) found that generic language increases two critical aspects of essentialist thought: Beliefs that (a) category-related properties arise from intrinsic causal mechanisms and (b) category boundaries are inflexible. These findings have implications for understanding the spread of essentialist beliefs across communities and the development of intergroup behavior.  相似文献   

The politics of method: from leftist ethnography to educative research     

Andrew Gitlin  Marjorie Siegel  Kevin Boru 《International journal of qualitative studies in education》2013,26(3):237-253

In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the methodological debate by considering the potential of ethnography to foster emancipatory change ‐ the express purpose of the left. Our analysis suggests that the separation of understanding and application, as well as that of the researcher from those researched, constrains the potential of ethnography to inform and foster emancipatory change.  相似文献   

When Can Pupils Work?     

Marjorie Griffith 《Clearing house (Menasha, Wis.)》2013,86(1)

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The role of mediating organizations for school reform: independent agents or district dependents?     

Marjorie E. Wechsler  Linda D. Friedrich 《教育政策杂志》2013,28(5):385-401

This paper examines the role of mediating organizations in helping schools engage in whole school change as part of a school district's reform agenda. Specifically, it examines the Learning Community Program in Los Angeles, a programme designed by an external school reform organization, to assist schools in planning and implementing LEARN (Los Angeles Educational Alliance for Restructuring Now). The programme's success is shaped by the district and school contexts in which it operates. As mediating agent, the Learning Community Program must balance the challenges facing the schools ‐‐ particularly their readiness to engage in reform ‐‐ with the demands of the district for scale, accountability and resources. As it does so, it faces the challenges of maintaining program flexibility, building sustainable changes, and preserving its organizational independence. These pressures generate three central dilemmas and threaten to undermine the success of the district's reform and the Learning Community Program ‐‐ scale versus sustainability, district mandates versus site autonomy, and organizational independence versus survival. It concludes that mediating agencies can be constrained by their dependence on policymakers for critical resources.  相似文献   

FOR THE LOVE OF TALMUD: Reflections on the Teaching of Bava Metzia,Perek 2     

Dr. Marjorie Lehman 《Journal of Jewish Education》2013,79(1):87-103

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A guide to the literature of teacher training     

Marjorie C. Leigh 《Peabody Journal of Education》2013,88(6):388-394

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Using observational feedback to promote academic development   总被引：1，自引：0，他引：1  

Marjorie M. MacKinnon 《International Journal for Academic Development》2013,18(1):21-28

The purpose of this paper is to illustrate how professional consultants can use observational feedback to improve instructional effectiveness and to strengthen the academic identity of university teachers. To this end, a three-step approach is presented together with guidelines for giving feedback. A case example, based on the author's own practice, is used to highlight the complexities involved and to draw attention to the need for professionals to use their expert-power base judiciously.  相似文献   

Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities     

Marjorie Darrah  Roxann Humbert  Jeanne Finstein  Marllin Simon  John Hopkins 《Journal of Science Education and Technology》2014,23(6):803-814

Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs.  相似文献   

Telecommunications Technology     

Everett M. Rogers  Eugene F. Provenzo Jr.  George E. Whitehouse  Loy A. Singleton  Thomas B. Cross  Marjorie Raizman 《Communication Booknotes Quarterly》2013,44(6-7):74-75

COMMUNICATION TECHNOLOGY: THE NEW MEDIA IN SOCIETY by Everett M. Rogers (New York: Free Press, 1986—price not given, cloth and paper)

BEYOND THE GUTENBERG GALAXY: MICROCOMPUTERS AND THE EMERGENCE OF POST-TYPOGRAPHIC CULTURE by Eugene F. Provenzo, Jr. (New York: Columbia University/Teachers College Press, 1986—$8.95, paper)

UNDERSTANDING THE NEW TECHNOLOGIES OF THE MASS MEDIA by George E. Whitehouse (Englewood Cliffs, NJ: Prentice-Hall, 1986—$14.95, paper)

TELECOMMUNICATIONS IN THE INFORMATION AGE by Loy A. Singleton (Cambridge, MA: Ballinger, 1986—$19.95)

TELECOMMUTING: THE FUTURE TECHNOLOGY OF WORK by Thomas B. Cross and Marjorie Raizman (Homewood, IL: Dow Jones-Irwin, 1986—$25.00)

TELECOMMUNICATIONS TECHNOLOGY by R.L. Brewster (Chichester: Ellis Horwood Ltd./New York: John Wiley, 1986—price not given)

SATELLITE COMMUNICATIONS by Timothy Pratt and Charles W. Bostian (New York: John Wiley, 1986—$42.95)

UNDERSTANDING SATELLITE TELEVISION RECEPTION by S.E. Sutphin (Englewood Cliffs, N.J.: Prentice-Hall, 1986—price not given

1986 INTERNATIONAL SATELLITE DIRECTORY (Design Publishers, 369 Redwood Ave., Corte Madera, CA 94925—price not given, paper)

COMPUTERS AND COMMUNICATIONS: A VISION OF C&C by Koji Kobayashi (Cambridge, MA: MIT Press, 1986—$16.95)

DICTIONARY OF DATA COMMUNICATIONS edited by Charles J. Sippl (New York: Halstead Press/John Wiley, 1985—price not given, paper)  相似文献