Remembering a forgotten grandeur,ASEM     

Lee Daehoon 《Inter-Asia Cultural Studies》2013,14(2):281-286

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Integrated Learning Systems and pupils with low attainments in reading     

Ann Lewis 《British Journal of Special Education》1999,26(3):153-157

Ann Lewis, Senior Lecturer in Education in the Institute of Education at the University of Warwick, considers the research evidence from UK evaluations of Integrated Learning Systems, discusses the value of these systems for pupils with learning difficulties, and focuses on their effects on the reading attainments of lower achieving pupils.  相似文献   

My response to the systemic approach to gifted education     

Seon-Young Lee 《High Ability Studies》2012,23(1):81-83

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Empirical Research on Ethnic Minority Students: 1995–2009     

Eleazar Vasquez III  Angel Lopez  Carrie Straub  Selma Powell  Tracy McKinney  Zachary Walker  Tiphanie Gonzalez  Timothy A. Slocum  Lee Mason  Breda V. Okeeffe  Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.  相似文献   

Energy literacy of vocational students in Taiwan     

Lung-Sheng Lee  Liang-Te Chang  Chih-Chien Lai  Yunn-Horng Guu 《Environmental Education Research》2017,23(6):855-873

In this study, we administered a questionnaire to 1001 vocational high school students to ascertain their literacy with regard to energy saving and carbon-emissions reduction (ESCER) and to analyze whether their literacy was affected by their gender or academic major. The data analysis produced the following conclusions: (1) behaviors pertaining to ESCER among vocational high school students should be enhanced by promoting appropriate affect rather than solely by conveying knowledge; (2) female students displayed superior knowledge and affect regarding ESCER compared with male students; and (3) students majoring in agriculture performed better than other students in terms of knowledge, affect, and behavioral aspects related to ESCER. The execution and results of this study can serve as a reference for courses or education related to this topic targeting vocational high school students to promote literacy for ESCER, thereby increasing students’ effectiveness in related issues in Taiwan.  相似文献   

The change of planned happenstance skills and its association with career-related variables during school-to-work transition     

NaYeon Yang  Huk Yaung  Hyunkyung Noh  Sun Hee Jang  Bora Lee 《International Journal for Educational and Vocational Guidance》2017,17(1):19-38

The current study examined how planned happenstance skills (i.e., curiosity, flexibility, persistence, optimism, and risk-taking) changed during school-to-work transition and how career-related variables were associated with the initial levels and change rates of planned happenstance skills. In a sample of 307 South Korean college students, all planned happenstance skills except for risk-taking decreased over time. Furthermore, some of the career-related variables were associated with the initial level and the change rates of planned happenstance skills. In sum, the current study suggests that utilizing planned happenstance skills may be a worthwhile pursuit during school-to-work transition.  相似文献   

The concepts of ‘expansive and restrictive’ and ‘restrictive and expansive’ continua: a clarification in relation to a recent article in the Journal of Education Policy     

Ann Hodgson  Ken Spours 《教育政策杂志》2017,32(2):250-251

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Being First in Family: motivations and metaphors     

Ann Luzeckyj  Ben McCann  Charmaine Graham  Sharron King  Jacqui McCann 《高等教育研究与发展》2017,36(6):1237-1250

First in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students.  相似文献   

Rigour in moderation processes is more important than the choice of method     

Daniel Zahra  Iain Robinson  Martin Roberts  Lee Coombes  Josephine Cockerill 《Assessment & Evaluation in Higher Education》2017,42(7):1159-1167

Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process.  相似文献   

Equal access to early childhood education in South Korea using the Geographic Information System     

Jin Lee  Youn Joo Jang 《International Journal of Early Years Education》2017,25(2):171-189

While the importance of early childhood education is well documented, scant attention is afforded to the access to institutions for early childhood education. Uneven distribution of institutions for early childhood education in segregated metropolitan areas can cause inequality of educational opportunity. By using the Geographic Information System tools, this paper investigates the extent to which both demand and supply in early childhood education is geographically balanced across Seoul, Korea. The analysis finds that kindergartens and daycare centres authorised by the government are evenly distributed across Seoul according to the demand. Yet, market-oriented English kindergartens are disproportionately concentrated in the southern areas of Seoul where families with higher income levels are clustered. These findings suggest that because market-driven institutions for early childhood education are not uniformly distributed corresponding to the demand, home residence according to parents’ income and occupation creates a type of educational inequality.  相似文献