Foreign Universities in China: a case study     

CHRISTINE T. ENNEW  & YANG FUJIA 《European Journal of Education》2009,44(1):21-36

The international dimension of higher education has expanded rapidly in recent decades and private provision is becoming increasingly widespread in response to the diverse pressures of globalisation, rapid expansion in demand and increased pressures on public finances. As higher education has become marketised, opportunities for international providers have increased dramatically. Foreign providers may opt for delivery locally or remotely and via a variety of different legal and organisational arrangements. The focus of this article is on foreign provision of HE with specific reference to China and the UK. In the period post-Mao, the policy environment for higher education in China has changed dramatically, culminating in 2003 in the decision to allow foreign universities to formally establish partnerships with Chinese universities for the delivery of higher education. The development and operation of the University of Nottingham Ningbo, China, is discussed in order to provide more detailed insights into the nature and challenges of delivering foreign HE provision in a Chinese context.  相似文献   

美国加州：阳光照耀的留学生活     

Edwin·T 《课堂内外(高中版)》2009,(2)

在阳光照耀的美国加州,他生活了五个年头.除了学习.他也打过工,谈过恋爱,积累了众多在美国学习、生活和工作的经验,美国的大学里,聚集了众多来自世界各地的留学生.在这样一处充满世界色彩的地方,置身其中,会有着怎样的独特经历呢?应《课堂内外》高中版特邀,Edwin·T记录下他的留学生活,为可能或者梦想去美国留学的高中生,讲述他的种种感受。从本期开始,本刊将分多期连载该文。  相似文献   

The importance of interplay between school-based and networked professional development: School professionals’ experiences of inter-school collaborations in learning networks     

Tünde Varga-Atkins  Mark O’Brien  Diana Burton  Anne Campbell  Anne Qualter 《Journal of Educational Change》2010,11(3):241-272

Previous literature has demonstrated that networks can be valuable sources of professional learning. In 2005 all Liverpool schools formed into ten Learning Networks with the aim of improving the quality, and entitlement of, continuing professional development (CPD) for staff as part of a whole-scale local authority initiative. The Liverpool Learning Networks Research explored professionals’ CPD experiences following this organizational change and whether it has enhanced their practice. Triangulated data, a large-scale survey and qualitative interviews conducted in 2007, seem to suggest that where professionals benefited from professional learning in a networked context, the quality of the networked CPD as well as a positive school culture and intra-school collaboration were all important contributors to the success of networked-CPD. This finding can usefully apply Turbill’s (Teacher learning for educational change. Open University Press, Buckingham, 94–114, 2002) model of professional learning to the intersection between school-based and networked-CPD, which suggests that it is at this intersection between internal and external domains that teacher learning can take place. Two scenarios, where this interplay between school-based and networked CPD is positive (enhancement) or negative (tension), are reported through five case studies of professionals underpinned by the survey data, where relevant.  相似文献   

Encounters of the Traditional Kind: Reflections on the In‐Service Teacher Training of Traditional Filipino Arts     

Cynthia B. Loza  Allan B. De Guzman  Regalado T. Jose 《The International Journal of Art & Design Education》2010,29(1):61-71

This article presents the second segment of a qualitative study on the integration of traditional arts in tertiary level art and design education in the Philippines. It is focused on the experience of artist‐teachers as participants in an in‐service teacher training programme that aimed to prepare the teachers for the trial integration of traditional Filipino arts in art and design courses. Taking the view of the participants, journals written by the artist‐teachers were sourced for their reflections about their encounter with traditional Filipino artists during field visits. This phase of the study takes the form of action research as it involves the participants in gathering data that could inform the methods and content of the learning of traditional Filipino arts in the schools of art and design. The findings reveal that artist‐teachers acknowledge the traditional artist as a valuable source of traditional knowledge and expertise. They also recognise their own essential role in the transmission of learning between the traditional artists and the students. The prerequisites of the course take the artist‐teachers beyond teaching in the classroom and extend their tasks to research.  相似文献   

Research in Food Science Education: Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test,Problem‐Based Learning Activities,and Student Journal Entries     

Wayne T. Iwaoka  Yong Li  Walter Y. Rhee 《Journal of Food Science Education》2010,9(3):68-75

Abstract: The Cornell Critical Thinking Test (CCTT) is one of the many multiple‐choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list as a student‐learning objective, measuring gains in CT is relatively difficult. If the majority of the class time is spent discussing and solving ill‐defined problems, then will students become actively and meaningfully involved in their own learning and will there be any gains in CT skills? To measure gains using this format, the CCTT was administered as a pre‐ and posttest to Food Science and Human Nutrition students in an Experimental Foods class taught every fall over an 8 y period (2001–2008). Statistical analysis indicated that in 2 of the years (2002 and 2004), there were significant gains (P values 0.036 and 0.045, respectively) in CT scores. Furthermore, in both years, there were significant gains in the same 2 aspects of CT (deduction and assumption) and not in the other aspects. However, we suggest that completing several take‐home exams with many open‐ended questions, writing detailed laboratory reports, and documenting unsolicited student reflections in journal entries that comment on apparent gains in CT skills may be a better indication of actual gains in CT skills compared to the actual CCTT test scores.  相似文献   

最好的时光     

一头大蒜  A.C.E.R.T.  徐黎怡  程涵悦  方路佳  妖 《中文自修》2010,(1):23-23

最好的时光,浸润在槐花香中,曾经就装在我一伸手就摸得到的右裤袋里。  相似文献   

Coherent Knowledge Structures of Physics Represented as Concept Networks in Teacher Education     

Ismo T. Koponen  Maija Pehkonen 《Science & Education》2010,19(3):259-282

A characteristic feature of scientific knowledge is the high degree of coherence and connectedness of its conceptual structure. This notion is also behind the widely accepted instructional method of representing the concepts as networks. We suggest here that notions of explanatory coherence and deductive coherence naturally connect the structure of knowledge to the processes which are important in constructing the concept networks. Of these processes, experimental method and modelling are shown to be closely connected with explanatory and deductive coherence, respectively. From this viewpoint, we compare here how experts and novices represent their physics knowledge in the form of concept networks, and show that significant differences between experts’ and novices’ quality of knowledge become directly reflected in the structure of the networks. The results also show how concept networks make visible both the structure of knowledge and the methodological procedures, which support its formation.  相似文献   

Dawn of science     

T. Padmanabhan 《Resonance》2010,15(12):1062-1067

It was traders who tilted the scale in favour of the new number system in the Arab world.  相似文献   

Dawn of science     

T. Padmanabhan 《Resonance》2010,15(9):774-778

  相似文献   

Approaches to teaching in mainstream and separate postsecondary classrooms     

Marschark M  Richardson JT  Sapere P  Sarchet T 《American annals of the deaf》2010,155(4):481-487

The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms.  相似文献