Reviewing the role of teachers in achieving Education for All in Cambodia     

Chae-Young Kim  Martyn Rouse 《Prospects》2011,41(3):415-428

Over the last 20 years education policies in Cambodia have been driven by the global Education for All (EFA) campaign and have resulted in a rapid increase in the rates of primary education enrolment. However, the increasing number of children enrolling in schools has not always translated into high rates of primary education completion. Against this background the authors argue that while teachers play a significant role in keeping children in school and helping them to progress further in the education system, that role has been somewhat sidelined in the main debates about achieving EFA. They suggest that, while genuine problems exist with the qualifications and motivation of many Cambodian teachers, positive results could come from emphasizing their roles in achieving the wider goals of the education system and society, and thus promoting their active participation in furthering EFA.  相似文献   

Viewing the reconstruction of primary schooling in Southern Sudan through education data, 2006–2009     

HyeJin Kim  Kurt D. Moses  Bosun Jang  Annababette Wils 《Prospects》2011,41(2):283-300

After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year commitment.  相似文献   

Improving the learning of newly qualified teachers in the induction year     

Linda Haggarty  Keith Postlethwaite  Kim Diment  Jean Ellins 《British Educational Research Journal》2011,37(6):935-954

Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the belief that behaviour management should be addressed before teaching can be developed and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school‐wide culture of continuing professional learning.  相似文献   

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling     

Young K. Kim  Linda J. Sax 《Research in higher education》2011,52(6):589-615

Using multilevel models, this study examined whether and why the strength of association between student–faculty interaction and student cognitive skills development varies across academic majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with faculty on students’ cognitive skills development significantly varies by academic major. Findings also suggest that some aspects of departmental climate can potentially magnify the effects produced by student–faculty interaction.  相似文献   

International doctorates: trends analysis on their decision to stay in US   总被引：1，自引：0，他引：1  

Kim  Dongbin  Bankart  Charles A. S.  Isdell  Laura 《Higher Education》2011,62(2):141-161

Despite the significant implications of the foreign doctorates’ stay or return decision on a personal level, as well as for the home and host countries, there is very little research that provides a comprehensive understanding of the factors that predict international doctorates’ decision to stay in the US and how those factors differ by country of origin or field of study. In addition, the patterns of stay (versus return) and the factors influencing those decisions may have changed over time, partly due to the changes in the immigration policies of the US and in economic development or national policy of home countries. Therefore, this study examines the patterns of international doctorates’ stay versus return decision from a historical perspective across the period of the 1980, 1990, and 2000s. Using data from the Survey of Earned Doctorates (SED), collected in the US, this study enables us to move beyond a static understanding of the relative stay rates by country to an examination of how country-specific changes, such as shifts in economic development or national policy (push/pull factors), may relate to shifts in the stay versus return decision with a particular emphasis on the field specific effects.  相似文献   

The Bioinformatics Program at Washington University's Bernard Becker Medical Library: making it happen     

Wang L  Lipsey K  Murray C  Prendergast N  Schoening P 《Medical reference services quarterly》2007,26(2):87-98

The need for a Bioinformatics Program became apparent after repeated requests from researchers for bioinformatics resources and the University's announcement of BioMed 21, a 300 million dollars biomedical science initiative to bring "new knowledge of the human genetic blueprint to the patient's bedside and change how illnesses are understood, diagnosed, and successfully treated." A Bioinformatics Specialist with a strong background in the fields of Molecular Biology and Biostatistics was hired. Program development started in 2003. Initially, three core courses were developed: Sequence Similarity Search, Genetic Variation, and Human Genome Resources. Each of these courses was offered twice per semester. Additionally, partnerships were established within the University Medical School Community (e.g., the Genome Sequencing Center) to license and teach Spotfire's DecisionSite for Functional Genomics, a software package used to analyze microarray data. From March to May 2005, seven Spotfire classes were taught. Each Spotfire class consisted of seven hours of classroom work. Also, in-depth consultations were scheduled with faculty and researchers to address their specific needs. These consultations led to requests for other software packages to purchase and manage, including Lasergene and CSD (Cambridge Crystal Structure Database). Efforts to reach outside of the University Community were made through the development of a Bioinformatics Web site.  相似文献   

Unpacking organizational awareness: scale development and empirical examinations in the context of distributed knowledge sharing     

Heewon Kim  Jennifer L. Gibbs  Craig R. Scott 《Journal of Applied Communication Research》2019,47(1):47-68

Organizational awareness has been viewed as a critical factor in facilitating collaboration and knowledge sharing, particularly among dispersed workers. Drawing on the findings of three studies, we disentangle the complex nature of organizational awareness, with a focus on its role in distributed knowledge sharing. First, we developed and validated an organizational awareness scale to investigate organizational awareness as a multidimensional construct that consists of availability awareness, task awareness, and social awareness. Second, employing the scale, we examined the relationships among organizational awareness, the use of enterprise social media (ESM), and knowledge acquisition in a global organization. The results of structural equation modeling demonstrated that ESM use was positively linked to distributed workers’ task awareness, which subsequently enhanced knowledge acquisition. Lastly, interview findings revealed how task awareness was cultivated by ESM use. Synthesizing the findings, we offer detailed accounts of organizational awareness and its relationships with dispersed workers’ knowledge sharing practice.  相似文献   

A Cross-Cultural Test of Implicit Theories of Re-requesting     

Min-Sun Kim  Atsushi Oshio  Eun Joo Kim  Katsuya Tasaki  Kenton Bruce Anderson  Ayano Yamaguchi 《Communication Research Reports》2019,36(1):14-23

Extant U.S. research shows that when a persuader’s initial message is rebuffed, the next requesting message will tend to be ruder and more aggressive than the initial appeal. The robustness of these results has rarely been tested cross-culturally. Using conversational constraints theory, we further explicate implicit theories by investigating the perceived importance of constraints of re-requesting styles across two cultural-linguistic groups (i.e., Korean and American English speakers). Consistent with the “rebuff phenomenon,” results revealed that people rated the task constraint (“clarity”) as significantly more important, and the three face-related constraints (“concern for the other’s feelings,” “minimizing imposition,” and “avoiding negative evaluation”) as significantly less important for the second-attempt requesting than for the initial requesting. Some of these tendencies were more pronounced among American English speakers than among Korean speakers.  相似文献   

De/colonizing methodologies in science education: rebraiding research theory–practice–ethics with Indigenous theories and theorists     

Higgins  Marc  Kim  Eun-Ji Amy 《Cultural Studies of Science Education》2019,14(1):111-127

Cultural Studies of Science Education - The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists and theories with decolonizing science education...  相似文献   

The Academic Credit Bank System in the Republic of Korea: An effective medium for lifelong learning in higher education?     

Park  Hyewon  Choi  Jinhee  Kim  JungHwan  Hwang  Jihee 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(6):975-990

International Review of Education - Drawing on critical theory for adult education, the authors of this article examine the Academic Credit Bank System (ACBS), an open educational system operating...  相似文献