THE EUROPEANIZATION OF HIGHER EDUCATION: INTEGRATION AND DIVERSITY AS VIEWED FROM EASTERN EUROPE     

Carin Berg  Lazãr Vlãsceanu 《Higher Education in Europe》1991,16(4):4-17

The question asked by the authors is how best to build the common Europe of the Universities in the context, on one hand, of the establishment of the single market of the European Community countries and, on the other hand, the end of Communism in eastern Europe. That the universities of Europe as a whole will increasingly come together is a certainty; however, the process will be long and sometimes complicated. East and West need information on each other's universities and higher education systems, this for the myriad necessities of comparability and recognition. The West, in particular, needs a clear picture of what happened to eastern European universities during a period in excess of forty years during which they were very isolated. The authors illustrate many of the peculiarities of universities under communism with reference to the Romanian situation. However, the reader is cautioned that eastern Europeans themselves perceive as many differences among the universities of their various countries as similarities. Cooperation agreements, exchanges of teachers and of students, and other kinds of East‐West links will be established, and the result will be the greater affirmation of academic unity in diversity.  相似文献   

Early Childhood Care and Education and School Readiness in Zambia     

Dana Charles McCoy  Stephanie Simmons Zuilkowski  Hirokazu Yoshikawa  Günther Fink 《Journal of research on educational effectiveness》2017,10(3):482-506

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An Experimental Validation of a Preschool Emergent Literacy Curriculum     

Barbara D. DeBaryshe  Dana M. Gorecki 《Early education and development》2007,18(1):93-110

The purpose of this study was to evaluate the effectiveness of a preschool emergent literacy enrichment curriculum. Participants were 126 Head Start children, their teachers, and their parents. Matched centers were assigned to 1 of 3 conditions: experimental literacy, experimental math, or control. Teachers in both experimental groups implemented either literacy or math instruction in small groups on a daily basis, and parents and children completed supplementary learning activities at home. The control classroom implemented the ongoing Head Start curriculum. Children in the literacy condition showed the largest gains in phonemic awareness and emergent writing skills; they also made greater gains on emergent reading than did children in the math condition. There were no group differences on expressive vocabulary. Results are discussed in terms of curriculum design and practical issues involved in supporting preschools in the implementation of research-based instructional programs.  相似文献   

‘The rules above the bed’: academic language and learning as hospitality     

Dana Chahal  Juana Maria Rodriguez  Britta Schneider 《高等教育研究与发展》2019,38(5):893-906

ABSTRACT

In times of widening participation, Australian universities trade on notions of diversity, framing themselves as hospitable places of access and inclusion. In this space, Academic Language and Learning (ALL) practitioners may be seen as extending the welcome of the university through practices aimed at addressing students’ diverse needs. These include identifying students ‘at-risk’ of failure and attrition, conducting one-to-one appointments, and embedding academic literacies by team-teaching within disciplines. In this paper, we reflect on these practices through the lens of Derrida’s notion of hospitality, drawing on key themes such as the constitutive power relationships of hospitality, the aporia between conditional and unconditional hospitality, and hospitality as an ethics of difference and openness to the ‘arrival of the new’. For each of the explored practices, we problematise the institutionalised framing of ALL practitioners as hosts in benevolent universities providing an unreserved welcome to the student ‘foreigner’. We examine the practice of identifying students-at-risk and question a conditional hospitality that risks closing the door on the unforeseeable that students may bring. Our reflection on the managerially devalued one-to-one appointments highlights hospitality as ethics, with each appointment presenting a crisis of choice in responsibly welcoming student difference. Team-teaching exposes the ambiguity of the ALL practitioner ‘being at-home’ in embedded contexts while presenting the possibility for disrupting established roles and practices. Engaging with Derrida’s hospitality thus allows us to uncover power dynamics shaping the role of ALL practitioners and offers the possibility of ethical responsiveness to student difference and a radical opening to the new.  相似文献   

Guest reviewers     

Lynsey K. Romo  Dana R. Dinsmore  Tara L. Connolly  Christine N. Davis 《Journal of Applied Communication Research》2013,41(1):91-92

As the majority of full-time employees drink alcohol, and alcohol can play an important role in professional interactions and career success, the current study examined the ways in which working professionals who abstain from alcohol manage communication about their non-drinking status. Framed by the theoretical lens of facework, semi-structured, in-depth interviews of 29 non-drinking professionals revealed that non-drinking in the real world is a deviant act that can be face threatening for non-drinkers and drinkers alike. Consequently, non-drinkers deployed a variety of preventive and corrective facework strategies (including passing and humor) to mitigate and remediate positive and negative face threat. This investigation uncovered practical communication tools individuals can use to abstain from alcohol without compromising their careers.  相似文献   

Speaking Personally—With Hal Markowitz     

Von Pittman 《The American journal of distance education》2013,27(1):66-72

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A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers     

Dana Viorica Diaconu  Judy Radigan  Milijana Suskavcevic 《International Journal of Science Education》2013,35(6):855-877

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p?<?0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p?<?0.01, p?<?0.001 and p?<?0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.  相似文献   

A Review of “Subject Headings for School and Public Libraries”     

Dana Aucoin Teepell 《Cataloging & classification quarterly》2013,51(8):944-946

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Joseph Priestley Across Theology, Education, and Chemistry: An Interdisciplinary Case Study in Epistemology with a Focus on the Science Education Context     

Kevin C. de Berg 《Science & Education》2011,20(7-8):805-830

This paper discusses the findings of a search for the intellectual tools used by Joseph Priestley (1733?C1804) in his chemistry, education, and theology documents. Priestley??s enquiring democratic view of knowledge was applicable in all three areas and constitutes a significant part of his lifework. Current epistemological issues in science education are examined from the point of view of the nature of theory and experiment as observed in Priestley??s writings and as espoused in modern philosophy of science. Science and religious faith issues in the context of science education are examined from the point of view of one??s understanding of sacred texts, and the suggestion is made that a Priestleyan model of ??the liberty to think for oneself?? and ??to hold knowledge with humility and virtue?? could prove helpful in dealing with the known divergent opinions in relation to science, education, and religion.  相似文献   

The anchorages of the bridge over the delaware river between Philadelphia and Camden: I. Design of the anchorages     

Allston Dana 《Journal of The Franklin Institute》1924,198(3):291-331

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