共查询到20条相似文献，搜索用时 31 毫秒
1.
Hiroyuki Hattori 《Prospects》2009,39(2):185-199
Since 2001 the government of Cambodia has striven to advance policy-led education reform based on a sector-wide approach.
This paper critically reviews the status and progress of Cambodia’s education reform from the perspective of the aid’s effectiveness.
The paper looks at the performance of the sector reform in the three priority areas highlighted in the Accra Agenda of Action
on Aid Effectiveness: (a) strengthening country ownership; (b) building more effective and inclusive partnership; and (c)
delivering and accounting for development results. The study finds that while substantial progress was made in the development
of essential components of an effective sector programme, further consolidation and refinements are necessary in several priority
areas in order to bring about tangible improvements in education outcomes. The study provides concrete policy recommendations
to further enhance the effectiveness of aid to Cambodia’s education sector. 相似文献
2.
Wai-Chung Ho 《Asia Pacific Education Review》2007,8(1):12-26
The core purpose of this paper is to draw together research issues and concrete problems with the use of multimedia technology
at the graduate level in higher music education by examining one university’s responses to the challenges posed by the use
of multimedia technology as a teaching and learning aid for music education. Between June and July 2006, this study conducted
a simple questionnaire and interview survey of 16 postgraduate students. The results suggest that music students are confident
in their abilities to use multimedia technologies but that many do not believe that the introduction of multimedia technologies
into the curriculum will improve the quality of their education. Whilst students’ motivation to learn depends on their interest
in the subject and their lecturer’s approach, the incorporation of technology should always be relevant to each individual
module. The results of this case study could help other universities respond to the changes brought about by electronic learning
and other educational multimedia technology. 相似文献
3.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
4.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
5.
Robert Klee 《Science & Education》2008,17(10):1157-1174
Christina Hoff Sommers and Sally Satel, a philosopher and a psychiatrist, now both policy analysts at the American Enterprise
Institute, write in their recent book One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance that empirically unsupported psychological theories ultimately descended from the cultural upheavals of the 1960s have slowly
wormed their way into the educational and social scientific mainstream. These theories, the authors argue, promote a view
of the human person as someone who is ‘too fragile for this world’, and in need of ceaseless counseling and coddling from
the cradle to the grave. The case the authors make for their thesis is, I argue, uneven – strong in specific cases, but weak
and overwrought in many others. In the end, I argue, they misidentify the main cause of the increasing shallowness that, to
a growing number of critics, is slowly infesting contemporary social science and education.
A review essay on Christina Hoff Sommers and Sally Satel’s, One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance, 2005, St. Martin’s Press, New York. 相似文献
6.
Jinyu Qi 《Frontiers of Education in China》2008,3(1):97-114
China’s Western Development is a policy adopted to boost its less developed Western regions, that is, a systematic project
and a longterm and arduous task. The development of compulsory education in China’s minority areas is the key to it. This
paper attempts to use the beneficial experience of developing compulsory education support system of other countries for reference
so as to explore financial support system suitable for the situation of China’s compulsory education in minority areas.
__________
Translated from Minzu Jiaoyu Yanjiu 民族教育研究 (Journal of Research on Education for Ethnic Minorities), 2007, 18 (2): 16–23 相似文献
7.
Su-Yan Pan 《Cultural Studies of Science Education》2010,5(2):315-324
This is a commentary on some major issues raised in Carter and Dediwalage’s “Globalisation and science education: The case
of Sustainability by the bay” (this issue), particularly their methodology and theoretical framework for understanding how globalisation shapes education
(including science education). While acknowledging the authors’ contribution to the literature on globalisation and education,
it questions the degree to which their analysis captures and explains how globalisation shapes science education, and examines
how the research can be complemented by altering its methodology and expanding its theoretical framework. 相似文献
8.
教育期望中的社会阶层差:父母的社会地位和子女教育期望的关系 总被引：1，自引：0，他引：1
Chunhua Yang 《Frontiers of Education in China》2007,2(4):568-578
To achieve the overall goals and purposes of education is closely related to the living environments of students. Different
family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted
in China’s Urumqi and Changchun about parents’ awareness of educating their children, this paper will suggest that families
with different backgrounds have different expectations for their children’s education. Moreover, it suggests that parents’
social status is related to their children’s education expectations. Therefore, we can find that parents’ social status influences
their children’s education, and their positions in social class are related to education.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2006, (4): 71–76 相似文献
9.
Lili Dong David W. Chapman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,1(4):155-173
This study investigates the effectiveness of Chinese international education assistance through an examination of student
experience in the Chinese Government Scholarship Program, an important mechanism of Chinese foreign aid. Grounded in Pascarella’s
(1985) model of the impact of college on students, the study investigates participants’ level of satisfaction with their higher
education experience in China and their perception of the role of the scholarship program in promoting positive relationships
between China and the scholarship students’ home countries. Findings indicate that participants are generally satisfied with
their experiences in China and are positive about the impact of the program in building friendships with their home countries.
The authors discuss the implications of these findings in terms of China’s emerging prominence as a provider of international
development assistance. 相似文献
10.
Mark Mason 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,84(1):443-455
This paper situates the philosophy and politics of partnership in educational development cooperation in the context of wider
epistemological and axiological shifts in contemporary social theory. Partnerships in development cooperation are also considered
in the light of the alleged failure of international development assistance, a claim that has received much attention with
the publication of, among others, William Easterly’s The White Man’s Burden: Why the West’s efforts to aid the rest have done so much ill and so little good (2006) and of Dambisa Moyo’s Dead Aid: Why aid is not working and how there is another way for Africa (2008). Partnership as a development strategy offers one response to these claims, but if shared development objectives and policies,
shared ownership, shared decisions about where aid is targeted, shared rights, shared responsibilities, and shared implementation
strategies still leave the education development community facing challenges as big as ever, it might be time, the paper concludes,
to consider whether the concept of partnership has not been expanded too far as a modality in development cooperation. 相似文献
11.
Hayo Siemsen 《Science & Education》2012,21(4):447-484
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method
he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology
of Mach. Sarton in turn inspired many others (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these
ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved
to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions,
which Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept
of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton
proposed “genesis and development” as the major goal of Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1913 (Hiebert 1905/1976; de Mey 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science
as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education
in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was
well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal
process. It was a very fruitful basis, but a specific part of it, Sarton did not elaborate further, namely the psychology
of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially
in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave
rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions
and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the
omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
12.
This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
13.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
14.
Tony Brown 《Educational Studies in Mathematics》2012,80(3):475-490
In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown’s book Mathematics Education and Subjectivity. The reading contrasts Brown’s approach with Roth’s own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to “reunite” psychology and sociology. Brown’s book, however, focuses on how discourses in mathematics education shape subjective action within a Lacanian model that circumnavigates both “psychology” and “sociology”. From that platform, this paper responds to Roth through problematising the idea of the individual as a subjective entity in relation to the two perspectives, with some consideration of corporeality and of how the Symbolic encounters the Real. The paper argues for a Lacanian conception of subjectivity for mathematics education comprising a response to a social demand borne of an ever-changing symbolic order that defines our constitution and our space for action. The paper concludes by considering an attitude to the production of research objects in mathematics education research that resists the normalisation of assumptions as to how humans encounter mathematics. 相似文献
15.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
16.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
17.
中国西南地区少数民族大学生民族认同心理研究 总被引：1，自引：0，他引：1
In China, ethnic identity refers to both one’s own ethnic identity and the identity of the Chinese nation. It is of great
significance not only to individuals’ mental health and full play of psychological functions but also to ethnic solidarity
and regional and national stability. On the whole, ethnic minority college students in the Southwestern regions have positive
national identity and behavior tendency. Universities and colleges should further uplift students’ national identity and improve
their behavior through education.
__________
Translated from Minzu Jiaoyu Yanjiu 民族教育研究(Journal of Research on Education for Ethnic Minorities), 2007, 18(2): 32–36 相似文献
18.
Sajitha Bashir 《Prospects》2009,39(2):147-161
This article examines the contribution of the Education for All-Fast Track Initiative (EFA-FTI) global partnership in strengthening
aid effectiveness in the education sector, and specifically how the implementation modalities of the EFA-FTI Catalytic Fund
(CF) have contributed to this strengthening. The empirical findings are based on a review covering the period 2005–2007, when
the CF grant was first established. The review includes an assessment of the quality of the education sector plans for 25
countries in the partnership, the implementation modalities of the CF grant in 18 countries, and feedback from countries’
participants. The qualitative assessment of the CF implementation modalities is based on three areas—alignment, harmonization,
and managing for results—and uses a good practice checklist based on the Paris Declaration partnership commitments. Progress
on the good practice checklist in the education sector is compared to progress at the country level as a whole; the latter
is derived from the Aid Effectiveness Profiles prepared by the World Bank. The review of the sample countries finds that in
the education sector, alignment was stronger than at the country level, progress toward harmonization was somewhat stronger,
and managing for results was the same as at the country level. The article concludes that while the FTI has contributed to
improving aid effectiveness, moving forward requires different actions at the two levels—global and country level—on which
the partnership operates. 相似文献
19.
Much progress has been made in improving access to basic education in recent years, but international support has been less than promised and the ‘funding gap’ to achieve universal primary education remains stubbornly present. This article identifies six interrelated factors that constrain such donor financing. Prioritization of basic education, evidence and advocacy, and aid architecture present the biggest challenges, followed by donor capacity, partner absorptive capacity and demand. We conclude that future success in attracting external financing for basic education will depend on the sector's ability to raise its political profile, make an evidence-based case for support, tap into new donors and improve its aid effectiveness. 相似文献
20.
Kelly Riedinger Gili Marbach-Ad J. Randy McGinnis Emily Hestness Rebecca Pease 《Journal of Science Education and Technology》2011,20(1):51-64
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education
majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’
attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage
students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal
science education. The informal science education course features included informal science educator guest speakers, a live
animal demonstration and a virtual field trip. We compared data from a treatment course (n = 72) and a comparison course (n = 26). Data collection included: researchers’ observations, instructors’ reflections, and teacher candidates’ feedback. Teacher
candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits
were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for
innovation as a vital component of consideration. 相似文献