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1.
Marjatta Takala Raija Pirttimaa Minna Törmänen 《British Journal of Special Education》2009,36(3):162-173
This study concentrates on the work of special education teachers in mainstream education in Finland, where these professionals work with children from various classes, usually in a separate room. The research reported in this article by Marjatta Takala of the University of Helsinki, Raija Pirttimaa of the University of Oulu and Minna Törmänen, who is studying for her PhD at the University of Helsinki, involved sending a questionnaire to 133 special education teachers and undertaking observations. The work of the special education teachers was revealed to consist of three elements: teaching, consulting and background work. Teaching, often focusing on giving support to children who had challenges in the main academic subjects, was realised in small groups, in co‐operative or individual settings. Consultation mainly concerned co‐operation and discussion. Behavioural challenges needed a targeted approach. The main problems experienced by the teachers were the lack of time for consultation and co‐operation, an unclear work profile and too much work. The work of special education teachers was partly inclusive, but also entailed segregative elements. The authors discuss the potential for promoting further steps towards inclusion as well as possible changes in organising special educational provision at school level. 相似文献
2.
Abstract Modern communication technology is being applied increasingly by post‐secondary systems throughout the world to deliver a variety of learning experiences to people residing at a distance from the main campuses of institutions of higher education. The implications of this phenomenon for the future development of post‐secondary education have yet to be assessed. At present, distance education activities at many institutions are perceived by scholars, as well as administrators, to be of lesser importance and appendages of the primary functions of the academic community. Such a myopic vision of the future is inconsistent with the incremental changes in organizational structures, delivery systems and administrative procedures occurring in many post‐secondary systems to accommodate a more personalized form of higher education. This article examines the impact which experiments with satellite communication have had on the organizational structures of a Canadian provincial university system. The findings derived by this exploratory analysis suggest that co‐operation, collaboration and communication are going to be essential elements of resource management, programme planning and knowledge delivery in post‐secondary systems by the 21st century. 相似文献
3.
Osmo Lampinen 《Tertiary Education and Management》2013,19(4):311-321
Abstract The building up of a non‐university sector of higher education in Finland was realised in a form of educational experiment. Polytechnic (ammattikorkeakoulu) reform contained at the outset several elements of a genuine social experiment. Quite soon the experimental set up was transformed into a reform in which experimental elements were minimal. The article explores the factors which hindered the realisation of experimental method and raises general questions about the possibilities and limits of social experiments. 相似文献
4.
Editorial comment and summaries English Drs Kjöllerström and Lybeck present here a brief report of their European survey of master's and doctoral dissertations in science education, undertaken subsequently to a workshop on Research in Science Education in Europe held at Malente, FR Germany in 1976. The full report of their survey has recently been published by the Institute for Science Education (IPN), Kiel, FR Germany. The article published here reports on the distribution, size and organization of science education research groups, their areas of research interest and higher degree programmes. It also surveys the main areas of science education research at master's and doctoral level undertaken during the period 1971‐1976, and the employment taken up by master's and doctoral students upon completion of their studies. 相似文献
5.
Barbara M. Crossouard 《International Journal of Lifelong Education》2013,32(6):679-692
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras. 相似文献
6.
UK higher education is undergoing a period of significant change that generates a series of tensions and difficulties for universities and university leaders. This paper explores these tensions through analysis of findings from a study comprising 152 semi‐structured face‐to‐face interviews in 12 UK universities. Building on from theories of ‘distributed leadership’ in schools, five main constituent elements of leadership practice in higher education are identified (personal, social, structural, contextual and developmental) and explored to show how they shape perceptions and experiences of leadership. The paper concludes with a refined model that teases apart the multilayered nature of higher education leadership at individual, group and organisational levels. In particular, it is argued that ‘social capital’ and ‘social identity’ act as important bridges between individual agency and organisational structure and that although widely distributed, higher education leadership may be best regarded as ‘hybrid’. 相似文献
7.
Dolores R. Serrano Maria Auxiliadora Dea‐Ayuela Elena Gonzalez‐Burgos Alfonso Serrano‐Gil Aikaterini Lalatsa 《European Journal of Education》2019,54(2):273-286
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor. 相似文献
8.
Using self‐generated analogies has been proposed as a method in a constructivist tradition for students to learn about a new subject, by use of what they previously know. We report on a group exercise on using self‐generated analogies to make sense of two thermodynamic processes, reversible adiabatic expansion and free adiabatic expansion of an ideal gas. The participants (N = 8) were physics preservice teacher students at the fourth year of the teacher education program. A main finding was that work with self‐generated analogies tended to be accompanied by the students assuming ownership for their learning, manifested in terms of actions of choice and control and the use of exploratory talk. Consequently, several self‐generated analogies were elaborated and developed to a high‐order relational structure. However, we also found that with the use of self‐generated analogies in science teaching follows the risks of developing idiosyncratic explanations of the encountered phenomena or getting stuck in overly complex comparisons. Sammanfattning: Självgenererade analogier har förts fram som en metod i en konstruktivistisk tradition för att elever och studenter ska kunna lära sig något nytt genom att relatera till vad de redan vet. Vi redogör här för en gruppövning där självgenererade analogier användes för att förstå två termodynamiska processer: reversibel adiabatisk expansion, respektive fri adiabatisk expansion av en ideal gas. Åtta (N = 8) lärarstudenter på fjärde året av utbildningen med inriktning mot fysik på gymnasiet deltog i studien. Ett viktigt resultat var att vid arbete med självgenererade analogier tenderade studenterna att ta ägandeskap för sitt lärande, vilket tog sig uttryck i handlingar såsom aktiva val, kontroll över processen och explorativ dialog. Som en följd utvecklades flera av de självgenererade analogierna till ett stort strukturellt djup. Samtidigt såg vi att vid skapande av egna analogier löper studenter risken att utveckla egna förklaringar av de studerade fenomenen som inte svarar mot dem inom vetenskapen eller snärja in sig i alltför komplexa jämförelser. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 898–921, 2012 相似文献
9.
David Hall 《教育政策杂志》2013,28(2):179-193
Post‐compulsory education in the UK is growing in complexity. A little explored feature of this complexity is the development of collaborative arrangements between higher education institutions and providers of sixth form education under which students can study university modules whilst pursuing their sixth form studies. This article reports the findings of a recent project designed to explore the feasibility of such arrangements. A range of existing provision is identified focusing on both academic high achievers and students from socio‐economic groups that are currently under‐represented in higher education. The article reviews such arrangements in the context of government policy, the changing nature of sixth form and higher education, and the boundaries that have been drawn between what have traditionally been viewed as separate elements of the English and Welsh education systems. It considers the impact of such provision on the two main groups of students studied and highlights some of the issues arising out of these partnerships between higher education and sixth form institutions. 相似文献
10.
Suninn Yun 《Journal of Philosophy of Education》2014,48(3):385-399
Since it was first published in 2011, ‘A Manifesto for Education’ by Gert Biesta and Karl Anders Säfström has received numerous enthusiastic reviews and been hailed as providing ‘an alternative vision for education’. Such enthusiasm, however, is perhaps not purely attributable to the substance of the text but also to the form that it adopts. In this regard, I attempt to explore what the authors refer to as the ironic usage of this genre of writing in relation to its message. The authors diagnose a problem in education related to the modern understanding of time, and they suggest an alternative ‘non‐temporality’ in which we ‘stay in the tension between “what is” and “what is not” ’. While I appreciate the Manifesto's attempt to offer criticism based on the link between freedom and temporality in education, I take issue with aspects of their analysis. I discuss temporality and freedom through a reading of Martin Heidegger in which the concept of time in education is understood in terms of human freedom as possibility. 相似文献
11.
Ignacy Szaniawski Katedra Ksztatcenia 《International Journal of Science Education》2013,35(4):353-364
Summaries English Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration. 相似文献
12.
In this article, Therese Lindgren and Magdalena Sjöstrand Öhrfelt compare two discourses that have been influential in the field of early education: the social‐economic and the posthumanist. Studying how the young educable child is articulated in these seemingly contradictory discourses, Lindgren and Sjöstrand Öhrfelt have found that the discourses not only overlap, but, to some extent, they also reinforce each other. Both discourses depict the future as precarious, and along with identifying deficiencies of our time, they seek to justify the need for early intervention in terms of education. The young child is portrayed, on the one hand, as not‐yet‐realized human capital and, on the other, as a site for change and new beginnings. That is, the child figures as the key to a better and more sustainable world. In both discourses, early childhood education and care (ECEC) is depicted as an emancipating project, detaching the child from the child's social and cultural contexts and historical past, making the young educable child an “orphan.” 相似文献
13.
Frans A. Van Vught 《Higher Education in Europe》1991,16(3):57-77
This article explores the relationship between higher education research and the study of public administration, the concpetual perspectives of which are useful for understanding the links between government policy‐making and higher education. A short introduction to the study of public administration is followed by the presentation of six newly evolved concepts of public administration which are labeled as follows: comprehensive rationality, the community action approach, the public choice approach, political systems theory, policy sciences, and contingency and inter‐organizational approaches. All of these have contributed to the eclecticism and the conceptual pluralism of the discipline of public administration as a whole. Having been adapted to the theoretical underpinnings of the administration of higher education, these six concepts have stimulated the development of four theoretical models for the analysis of decision‐making processes in higher education: the analytical or rational actor model, the garbage can or organized anarchy model, the collegiality model, and the political model. Specific problems in higher education administration have been addressed, as they have arisen, with reference to one or more of the six concepts and the four decision‐making models. For the future, the public administration approach to higher education will be most likely to draw upon the study of co‐ordination mechanisms in collective decision‐making processes and the comparative analysis of the external functions and performances of government. 相似文献
14.
The widening participation agenda: the marginal place of care 总被引：1，自引：1，他引：0
This paper is based upon two empirical studies, which identify care‐giving responsibilities as a key mediator of mature students’ – a target group within the widening participation strategy – experiences of higher education. Employing a feminist lens on care, we identify a disjuncture between how students experience the challenges of negotiating care and study, and the narrow and economistic way care is addressed within higher education policy. We point to the broader recognition of care emerging within New Labour’s policies on the reconciliation of paid work and family life and argue that in the context of increasing expectations that learning is for life, care needs to be recognised in a broader form at the interface of both education and employment. Drawing on the notion of a ‘political ethics of care’, we conclude by identifying elements that should be included in a higher‐education ‘care culture’. 相似文献
15.
ULLA RUNESSON 《欧洲师范教育杂志》1997,20(2):161-169
In order to adapt teacher education to new demands in mathematics classrooms, it is necessary to change the courses in mathematics at the university. Teachers’ beliefs about mathematics, learning and teaching has great impact on their teaching. At the University of Göteborg, a co‐operative project has been conducted in order to design a programme based on problem solving in courses taken by prospective Comprehensive School teachers (grade 4‐‐9). The main purpose of the project has been to make student teachers more reflective about mathematics as such, about learning and teaching. Another purpose of the project has been to use a teaching method in a university course‐‐a method which could be applied in a school classroom. The student teachers have worked co‐operatively in small groups of 3‐4 students and the educators role has been that of a facilitator. A preliminary evaluation indicates that student teachers have developed an insight into the complexity of learning and teaching, even though there are variations in this respect. However they still have difficulties in applying the method to teaching mathematics at school. 相似文献
16.
Brendan Cantwell 《Higher Education Quarterly》2020,74(2):149-161
Developing plausible explanations rooted in theory and supported by evidence is a challenge for comparative higher education studies. The purpose of this article is to consider how comparative studies in higher education might develop accounts that allow the research community to enhance explanatory power. Higher education studies can advance explanations about what is happening and why, as well as interpret the meaning of occurrences by drawing broadly on realist scholarly traditions. Rather than prioritising a methodology, the field should prioritise essential questions and address them with all appropriate empirical tools. Avenues for explanatory research include bounded case studies, multi‐method investigations into specific phenomena, mechanism‐based approaches and macro‐social analysis. 相似文献
17.
Natalia S. Ladyzhets 《Higher Education in Europe》1996,21(2-3):132-138
A wide‐ranging discussion of the problems facing Russian higher education in the period of transition is introduced. Although enrollment and employment levels in higher education continue to be high and have not suffered the sorts of cuts as in the other sectors of the Russian economy, much must be done to increase the efficiency of the system. For the author, the key to increased modernization and efficiency is increased reliance on the information technologies in all areas of teaching, learning, and research. She cites the case of World University in California that is completely an on line operation even while arguing that certain elements of traditional higher education should be retained in the Russian Federation. She is persuaded that both humanistic and scientific subjects and programmes can benefit from informatization. The result will be a world‐class higher education system for Russia. 相似文献
18.
Kathy Courtney 《Higher Education Quarterly》2013,67(1):40-55
Internationally, changes to academic work are a response to the massification of higher education and a changed and changing higher education context. The majority of these adjustments involve a casualisation of academic work, widely characterised as being of a de‐skilling nature, alongside the emergence of new, as well as changing, roles that typically function across traditional boundaries and frequently involve elements of up‐skilling. The paper points to the value of the latter group of adaptations, characterising them as ‘direct‐response’ changes to new environmental conditions. In contrast, de‐skilling adaptations, classed as ‘indirect‐response’ changes, are viewed as impacting negatively on key aspects of higher education. Inter‐professional teaching practices are advocated as an alternative to the casualisation strategy, based on the belief that it would empower large numbers of existing groups of higher education workers to make a fuller and richer contribution to student learning and help prepare them for an uncertain future. 相似文献
19.
Robert Lundquist 《Teaching in Higher Education》2013,18(1):51-62
Abstract As is the case in many areas of society, quality issues have come into focus also in higher education. One expression is that there are a number of institutions in higher education where a Total Quality Management (TQM) perspective has been adopted. However, most of these examples are found in non‐academic activities. This article discusses the possibility to achieve improvements in teaching and learning from the adoption of a TQM perspective. The discussion will be based upon an analogy with one particular development common in trade and industry, namely the transition towards process orientated structures, and towards less reliance on screening, rework, and scrapping of non‐conformances. The basic argument is that a similar change in higher education accompanied by the adoption of a TQM perspective comprising elements as focus on customer needs, process orientation and continuous improvements could result in improvements in teaching and learning 相似文献
20.
钮佳安 《安徽广播电视大学学报》2015,(3):80-83
选择安徽电大开放教育2013秋季学期护理学本科专业A班26人为对照班,在护理伦理学教学中采用讲授和案例分析为主的传统教学方法;2013秋季学期B班29人为实验班,采用案例讨论法进行教学。采用形成性考核、期末终结性考核、问卷调查等方法对教学效果进行评价。结果显示,实验班学生面授课到课率较对照班高34.1％;实验班学生的形成性考核作业案例分析成绩和期末终结性考核案例分析成绩显著高于对照班（P ＜0.01）;绝大多数学生认为案例讨论教学法能提升学习主动性、自主学习能力、学习态度、课堂学习效率、沟通能力、语言表达能力、参与意识、对护理伦理问题的敏感性以及分析和解决问题的能力;学习效果满意度达84.0％。 相似文献