International school partnerships as a vehicle for global education: student perspectives     

《Asia Pacific Journal of Education》2012,32(4):455-472

The UK government has recently demonstrated an unprecedented interest in global learning within primary and secondary schools. While the adoption and implementation of the global dimension varies, international school partnerships (ISPs) have been identified as a key vehicle for harnessing the potential of the global dimension in schools. Despite increasing global policy and practice interest in ISPs, little empirical research examines the influence of ISPs on students, teachers and leaders. Drawing on evidence nested in our 3-year research and development study of the British Council's Connecting Classrooms-Sub Saharan Africa programme, this paper examines students' own view of their international school partnership participation. We employ a multidimensional citizenship framework to frame our analysis of 694 student surveys from 66 schools across 12 countries. Based on this evidence, we argue that the influence of ISPs on global learning can be enhanced by intentionally designing partnerships to: celebrate school-based learning linked to international partners; create opportunities for students to engage in activity-based communication-driven ISP related learning; and, deliberately encourage students to discuss their partnership work with friends and family. We also make recommendations for policy and practice leaders and researchers.  相似文献   

Transforming university curriculum policies in a global knowledge era: mapping a “global case study” research agenda     

Lesley Vidovich  Malcolm Tight 《Educational studies》2012,38(3):283-295

Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a “global case study” research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer standing patterns in the United States. This research agenda stands to make a unique contribution with its “whole curriculum” approach to: the examination of the relationship between curriculum content, pedagogy and assessment; the tracking of curriculum policy borrowing across different jurisdictions extending between global and local levels; and the investigation of historical antecedents of contemporary curriculum policy patterns. In particular, the proposed agenda features a rare combination of spatial and temporal dimensions of university curriculum policy flows. This research agenda will provide a strong empirical evidence base for extending theory building about university curriculum policy development, as well as policy “learning” for policy makers, practitioners and scholars – globally.  相似文献   

Cosmopolitan democracy: a restatement     

《Cambridge Journal of Education》2012,42(1):9-20

Can democracy be expanded beyond borders? For many years, it was taken for granted that the norms and values of democracy could be applied within the boundaries of a state only. But over the last 20 years, it has been increasingly argued that democracy can also inform international organizations and global politics. This article recapitulates the foundations of cosmopolitan democracy, a project of normative political theory developed since the early 1990s. The article also explores the possibility of moving towards cosmopolitan democracy in specific domains such as: (1) the development of a global rule of law; (2) the direct participation of stake-holders in trans-border political decisions; and (3) the possibility of giving voice to citizens through a World Parliamentary Assembly. The paper finally explores how citizenship education can use cosmopolitan democracy and, at the same time, provides a model of it.  相似文献   

ENSO形成机制与变化趋势预测     

余方镇 《商丘师范学院学报》2012,28(9):87-91

El Nino是从南美西海岸延伸至赤道东太平洋向西至日界线大范围的海面温度异常增暖现象.Southern Oscillation是太平洋东西两侧海平面气压的反相关关系.El Nino/Southern Oscillation合称为ENSO.信风强弱关系到赤道西太平洋暖池的维持与El Nino的爆发,而人类活动所引起的地球变暖将是今后气候变化总的趋势,气候变暖将使全球海面上升,地球的自转半径增加,从角动量守恒的角度考虑,地球自转的速度将减慢,赤道两侧的信风相对于海面的速度也相应减小,维持赤道西太平洋暖池及海面东低西高形势的支柱被破坏.因此,我们将面临更频繁的El Nino和更多的极端天气.  相似文献   

一类带有隔离的SIQR模型     

许艳丽 《湘南学院学报》2012,(5):7-9,13

讨论了一类带有隔离并且具有非线性传染率βSI/1+CI3的SIQR模型,获得了该传染率下的基本再生数,证明了无病平衡点和地方病平衡点的存在性及渐进稳定性.  相似文献   

高效节能的无线传感器网络路由算法     

刘宁 《河池学院学报》2012,(2):55-59

无线传感器网络中节点的位置信息非常重要,目前通用的定位算法不适合恶劣环境;路由算法的设计直接影响到系统的能量消耗。在此提出一种基于测距的节点定位方案,并构建基于睡眠机制、最小成本路径的节能路由算法,通过理论分析和仿真实验,证明该算法具有较高的节能性,能提高网络的整体性能。  相似文献   

不等式约束优化问题的一个内点算法     

黄青群 《河池学院学报》2012,32(5):68-72

利用所求非线性规划问题的KKT条件,提出一个牛顿法与同伦法相结合的算法,最后给出了该算法的全局线性收敛性的证明。  相似文献   

FRENCH     

Melva Lind 《The Educational forum》2013,77(4):491-492

Abstract

Today's education for civic engagement requires a global dimension. To live responsibly in their own communities, young people need to situate their personal and local interests in the context of their global interconnections. Bridging the personal, local, and global begins with an awareness of the universal aspirations for dignity and human rights widely shared across the human family. Increasingly, social educators recognize the need for American students to encounter the fundamental principles of human rights and humanitarian law as part of their own history and civic preparation. This article highlights pedagogically well designed human rights curricula that are available to educators online and typically without cost.  相似文献   

Behind the By-Lines     

Vanessa de Oliveira Andreotti  Karen Pashby 《The Educational forum》2013,77(4):422-538

Abstract

This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are both mutually compatible and complicit in ethical global justice issues. We end with a suggestion of a pedagogical framework through which educators can engage with an ethical approach to GCE and DD.  相似文献   

Environmental Identity Development Through Social Interactions,Action, and Recognition     

Sarah Riggs Stapleton 《The Journal of environmental education》2013,44(2):94-113

This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.  相似文献