EFL teachers’ perceptions of English language policy at the elementary level in Taiwan     

Ya‐Chen Su 《Educational studies》2006,32(3):265-283

Due in large part to the trends towards economic globalization, English has become the most widely disseminated and ubiquitous international language. The purpose of the study was to investigate what Taiwan’s EFL teachers at the elementary level believe about the policy of English as a compulsory subject and how they perceive the benefits and obstacles of the policy’s implementation. Ten elementary English teachers in Tainan City and its suburban areas participated in this study. Data were collected through teachers’ interviews, classroom observation and document analysis. Results found that all ten teachers agreed with the policy for English as a compulsory subject at the elementary level. They observed both positive and negative sides of this top‐down policy. Classroom observation and interview data revealed that EFL teachers had to plan their English classes with the constraints on a large class of students with mixed levels of proficiency, limited teaching hours and resources. Parents’ expectations of and attitudes towards English learning also became an obstacle.  相似文献   

Globalization and the freedom of knowledge     

Sylvia Van De Bunt‐kokhuis 《Higher Education in Europe》2004,29(2):269-284

This article considers the transmission of knowledge in higher education. It takes the metaphor of the music industry that pre‐selects the music people can buy. The sales potential is the leading principle in the selection process. Often the small producer is excluded because his or her music is not of commercial interest. The end‐customer does not know what he or she is missing because he or she has never heard the music. It is to be feared that a similar market principle will also influence the selection of knowledge and affect the capacity of higher education institutions to freely generate and transmit new knowledge. The globalization of higher education risks homogenizing the cultural traditions of the non‐Western world through a process of Western cultural domination. On the other hand, the Internet, via open source software like LINUX, might serve to democratize higher education and allow greater grassroots input.  相似文献   

The cooking teacher: investigating gender stereotypes in a Korean kindergarten     

Liz Brooker Corresponding author  Sang‐Jin Ha 《Early Years: An International Journal of Research and Development》2005,25(1):17-30

This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic.  相似文献   

Mini-languages: a way to learn programming principles     

Peter Brusilovsky  Eduardo Calabrese  Jozef Hvorecky  Anatoly Kouchnirenko  Philip Miller 《Education and Information Technologies》1997,2(1):65-83

Mini-languages are a visually intuitive, simple and powerful way to introduce students to programming. They are a good foundation for general computer science instruction, provide insight into programming for the general population, and teach algorithmic thinking. The goal of the paper is to provide an extensive review of the mini-language approach to teaching programming. For different audiences and in different countries, the authors have extensive experience in design and application of mini-languages. We outline the problems that motivate the application of this approach, present a brief history, review several existing mini-languages, and provide discussion of lessons learned. In particular, we discuss how to choose a mini-language for a particular group of students and list some requirements for a successful application of a mini- language. We conclude with a discussion of possible future directions of the mini-language approach development  相似文献   

Pre‐requisites,barriers and advantages of clinical informationist participation in grand round: a qualitative study     

Elahe Zare‐Farashbandi  Firoozeh Zare‐Farashbandi  Peyman Adibi  Alireza Rahimi 《Health information and libraries journal》2020,37(2):143-151

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Interactions between retroactive-interference and context-mediated treatments that impair Pavlovian conditioned responding     

Wheeler DS  Miller RR 《Learning & behavior》2007,35(1):27-35

In Pavlovian fear conditioning, context-mediated decrements in conditioned responding (e.g., the US preexposure effect) can counteract competition between cues trained together (e.g., overshadowing). Two experiments were conducted using rats in a conditioned lick suppression preparation to determine whether context-mediated competition also counteracts competition between cues trained separately (retroactive interference, or RI). In Experiment 1, a combination of degraded contingency and RI treatments produced less of a decrement in conditioned responding than did either of those treatments alone. Experiment 2 showed that RI treatment attenuates the normally deleterious effect of trial massing. The results suggest that empirical similarities are shared by interference between cues trained apart and competition between cues trained together.  相似文献   

Mobile learning in higher education: A comparative analysis of developed and developing country contexts     

Rogers Kaliisa  Edward Palmer  Julia Miller 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):546-561

The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.  相似文献   

Closing the Gap: Fostering Successful Research‐Practice Partnerships in Counselor Education     

Danica G. Hays  Todd Bolin  Ching‐Chen Chen 《Counselor Education & Supervision》2019,58(4):278-292

Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships.  相似文献   

Consistently inconsistent: An examination of the variability in the identification of emotional disturbance     

Kristin Scardamalia  Keisha L. Bentley‐Edwards  Kairys Grasty 《Psychology in the schools》2019,56(4):569-581

The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria.  相似文献   

‘What does an O say when there's no E at the end?’ Parents' reading‐related knowledge and feedback during child‐to‐parent reading     

Aviva Segal  Sandra Martin‐Chang 《Journal of Research in Reading》2019,42(2):349-370

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