Higher education funding reform and university–industry links in developing countries: The case of Thailand     

Daniel Schiller  Ingo Liefner 《Higher Education》2007,54(4):543-556

Most investigations into the effects of funding changes on higher education systems have been carried out in developed economies. This article focuses on the Thai higher education system, applying theoretical arguments and empirical analyses to the case of a newly industrialising country. One goal of the Thai higher education funding reform is to cut public spending and to stimulate university–industry cooperation as a means to obtain additional university income. This article presents empirical data based on an investigation into the cooperation activities of five Thai universities. The results show that both individuals and organisations react to changes in university funding: university–industry relations are becoming more frequent and are promoted by university administrations. The financial benefits for the universities as well as the technological benefits for the cooperating companies are, however, both very limited.  相似文献   

Formation des Enseignants et Petites Communautes Europeennes: finalités culturelles spécifiques?     

Jacques‐Andre Tschoumy 《欧洲师范教育杂志》1989,12(1):5-11

A parity of prestige is fundamental to tomorrow's multi‐cultural, multilingual Europe. It is an obligation for all educational systems, whether large or small, sovereign or second‐tier, autonomous or struggling for independence.

This mini‐tour of Europe's small communities is dedicated to the promotion of this parity, and it takes teacher education as its entry‐point. A real first’ for the European Journal of Teacher Education, this introduction is dedicated to the examination of teacher‐education policies in those communities which history has marginalised in territory, in population or in legal status. Do they have specific characteristics? Are there ways in which they are interdependent?

This survey presents five case studies, most of them located in the centre of Europe (Luxembourg, Liechtenstein, Andorra, Ticino, the Orisons). But Europe offers many instances: Malta, Cyprus, Friesland, the German communities in Belgium and Denmark, Monaco, San Marino, Scotland, Ireland, the Basque countries, Catalonia, the south Tirol, the Swiss Jura, the Welsh, Bretons, Alsatians, Corsicans, etc.

Multi‐cultural Europe is theirs too, and this study invokes others which may contribute to the evolution of our simple, closed, national technosystems into European ecosystems which will be both complex and open.  相似文献   

Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes          下载免费PDF全文

Joyce J. Endendijk  Marleen G. Groeneveld  Lotte D. van der Pol  Sheila R. van Berkel  Elizabeth T. Hallers‐Haalboom  Marian J. Bakermans‐Kranenburg  Judi Mesman 《Child development》2017,88(1):299-316

This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression.  相似文献   

Relationships between different instructional approaches and students' Classical Chinese reading comprehension and motivation     

Kit‐ling Lau 《Journal of Research in Reading》2019,42(3-4):523-540

Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject.  相似文献   

Does Confucianism allow for body donation?          下载免费PDF全文

D. Gareth Jones  Jing‐Bao Nie 《Anatomical sciences education》2018,11(5):525-531

Confucianism has been widely perceived as a major moral and cultural obstacle to the donation of bodies for anatomical purposes. The rationale for this is the Confucian stress on xiao (filial piety), whereby individuals' bodies are to be intact at death. In the view of many, the result is a prohibition on the donation of bodies to anatomy departments for the purpose of dissection. The role of dissection throughout the development of anatomy within a Confucian context is traced, and in contemporary China the establishment of donation programs and the appearance of memorial monuments is noted. In reassessing Confucian attitudes, the stress laid on a particular interpretation of filial piety is questioned, and an attempt is made to balance this with the Confucian emphasis on a moral duty to those outside one's immediate family. The authors argue that the fundamental Confucian norm ren (humaneness or benevolence) allows for body donation as people have a moral duty to help others. Moreover, the other central Confucian value, li (rites), offers important insights on how body donation should be performed as a communal activity, particularly the necessity of developing ethically and culturally appropriate rituals for body donation. In seeking to learn from this from a Western perspective, it is contended that in all societies the voluntary donation of bodies is a deeply human activity that is to reflect the characteristics of the community within which it takes place. This is in large part because it has educational and personal repercussions for students. Anat Sci Educ 11: 525–531. © 2018 American Association of Anatomists.  相似文献   

    

Hans Merkens 《Zeitschrift für Erziehungswissenschaft》2006,17(33):101-111

Ohne Zusammenfassung  相似文献   

Becoming a guidance counsellor in Ontario: formative influences from counsellors’ perspective     

Daniel Nadon  André Samson  Nicola Gazzola  Anne Thériault 《International Journal for Educational and Vocational Guidance》2016,16(3):363-377

Contrary to guidance counsellors elsewhere in North America who hold a master’s degree, career and guidance counselling services in secondary schools in Ontario are delivered by teachers who have completed additional undergraduate studies. Guidance counsellors are pivotal components of the school as they complete tasks that promote students’ overall development. The aim of this qualitative study was to explore how teachers perceive and describe the process of becoming guidance counsellors in Ontario. The thematic analysis revealed four major themes that articulated the process of becoming a guidance counsellor in Ontario: peer guidance, contextual factors, professional experience, and theoretical knowledge.  相似文献   

Professional development to increase teacher behavior‐specific praise: A single‐case design replication          下载免费PDF全文

Nicholas A. Gage  Nicolette M. Grasley‐Boy  Ashley S. MacSuga‐Gage 《Psychology in the schools》2018,55(3):264-277

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.  相似文献   

Students’ strategies for learning identities as industrial workers in a Swedish upper secondary school VET programme     

Lisa Ferm  Daniel Persson Thunqvist  Louise Svensson 《Journal of Vocational Education & Training》2018,70(1):66-84

The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial workers, the students’ vocational habitus is transformed to better fit the industrial work community. The integration of the notions of agency and habitus demonstrates the dynamic nature of students’ participation in work communities; simultaneously, the students reproduce social structures that promote vocational identities.  相似文献   

The Impact of Pre‐school Children's Intelligence and Adjustment on their Parents’ Long‐term Educational Expectations     

Edmund J. S. Sonuga‐Barke  Jim Stevenson  Margaret Thompson  Mike Lamparelli  Mandy Goldfoot 《教育心理学》1995,15(2):141-148

The present study set out to examine the role played by preschool children's intellectual and behavioural characteristics in their parents’ expectations for school performance. Preschool children who were expected by their parents to attend university were compared with those who were expected to leave school at the earliest opportunity. Children whose parents had lower expectations came from lower social classes and tended to be boys. The two groups differed in a number of other ways. The high expectations group tended to be more intelligent and less overactive. When the associations between expectations, sex and SES were controlled for, these differences persisted. The findings show that there is already an association between high educational expectations and educational advantage before children enter school. Educationalists should be cautious when developing policy on the basis of the assumption that the reported association between parental expectations and school achievement reflects the impact of expectations rather than the persistence of early acquired competence.  相似文献