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1.
This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals
in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families
in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems
with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is
a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why,
the combination of gender, household income and location of school—urban, semi-urban, rural—affect access to education in
Mongolia.
相似文献
| Amgaabazar GerelmaaEmail: |
2.
Understanding educational transfer: theoretical perspectives and conceptual frameworks 总被引：1，自引：0，他引：1
Educational transfer is an important and growing body of literature in the field of comparative education. Work from the last
decade has focused on the stages of the borrowing cycle, and the context, causes and rationales for education borrowing. This
recent work has contributed to earlier research on the role of multilateral organizations in education development and transfer.
Rather than reviewing in comprehensive detail the substance, agents or mechanisms of educational transfer, this paper provides
an overview of the field’s main theoretical lenses and conceptual frameworks, focusing on the stages, processes and forms
of educational transfer. Throughout the paper we link related literature from disciplines other than education to account
for education policy changes. The paper concludes with a discussion of future lines of research on educational transfer.
相似文献
| Geok-hwa TorEmail: |
3.
Technology in Support of Collaborative Learning 总被引：1，自引：0，他引：1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
| Paul RestaEmail: |
4.
Odis Johnson Jr. 《The Urban Review》2008,40(3):227-246
This article examines how variation in educational outcomes according to “place,” or one’s geographic environment, has been
explained in educational theory. In a critical review of functional, conflict, cultural and institutional theory in education,
the author describes the disciplinary perspectives and research that leave the mechanisms of student differentiation according
to place largely undeveloped. By introducing two related concepts of endogenous capital, the author articulates macro- and
micro-level systems of social mobility between and within schools according to place. The author contends the social organization
and functioning of schools mirror and support the larger structure of place-based stratification in that they sort and allocate
students into places within school that differentiate one’s ability to convert the resources of the environment into social
mobility.
相似文献
| Odis Johnson Jr.Email: |
5.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
| Sheau-Wen LinEmail: |
6.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
7.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
| Leonard J. WaksEmail: |
8.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
9.
10.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
11.
Richard M. Gargiulo 《Early Childhood Education Journal》2006,33(5):357-362
Homelessness is a growing social problem in the United States. Especially vulnerable to this phenomenon are young children because homelessness is viewed as a breeding ground for disabilities. Despite federal legislation ensuring educational opportunities, the educational needs of children who are homeless are frequently unfulfilled. This article reviews the educational rights of children who are homeless, including those with disabilities, and offers recommendations and suggestions as to how early childhood programs can help meet the needs of homeless young children with disabilities and their families.
相似文献
| Richard M. GargiuloEmail: |
12.
Paul A. Schutz Ji Y. Hong Dionne I. Cross Jennifer N. Osbon 《Educational Psychology Review》2006,18(4):343-360
This article represents our current reflections on our approach to inquiry on emotions in education. Our views reflect an eclectic blend of, educational, psychological, and social historical approaches to inquiry on emotion and emotional regulation. In an effort to explicate our approach, we address our working definitions of emotion and emotional regulation. Next, we discuss our views on transactions among cognition, motivation and emotions, as well as the methods and methodologies that guide our inquiry on emotions in education. We conclude with some of the problems associated with, as well as a discussion of why, in spite of the challenges related to doing inquiry on emotions, the study of emotions can be useful for improving educational processes.
相似文献
| Paul A. SchutzEmail: |
13.
Every word problem has a solution-The social rationality of mathematical modeling in schools 总被引：1，自引：0，他引：1
The focus of this paper is on sense-making and the use of real-world knowledge in mathematical modeling in schools. Arguments are put forward that classroom word problem solving is more—and also less—than the analysis of subject-matter structures. Students easily “solve” stereotyped, even unsolvable, problems without any regard to the constraints of factual reality. Mathematics learning in schools is inseparable not only from the materials employed, but from the macro- and microcultural web of practices within the social context of schooling. It represents, beyond the insightful activity of ideal problem solving, a type of socio-cognitive skill.The two experiments reported replicate and extend a study by Verschaffel, De Corte, and Lasure (1994). In the first experiment, a list of standard problems that could be solved by straightforward use of arithmetic operations, and a parallel list of problems which were problematic with respect to realistic mathematical modeling, were administered to fourth and fifth graders. In the second experiment, a similar list of problematic problems was presented to seventh graders under three socio-contextual conditions varying in the degree to which the pupils were told or signaled that the problems were more difficult to solve than it seemed at first or that they even could be unsolvable. The result of both studies was that most pupils “solved” a significant part of the unsolvable problems without evincing “realistic reactions”. This overall finding is discussed with respect to three issues:
1.
(i) the quality of word problems employed in mathematics education, 2.
(ii) the culture of teaching and learning, and 3.
(iii) the more general issue of social rationality in school mathematics problem solving.
14.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
15.
Rhona B. Caoli-Rodriguez 《Prospects》2008,38(3):393-399
The Philippines has experienced a setback in its progress towards EFA 2015 Goals. In particular, a decline in primary and
secondary education performance indicators and a widening gap between boys’ and girls’ performance were noted. While the present
policy environment in the country has been conducive to education reforms, a lack of political will, discontinuity in education
leadership and an inability to capitalize on proven educational innovations and major programmes/projects are likely to further
undermine EFA progress. The country must immediately introduce efficient and effective measures to arrest this trend. The
government must also return to social marketing among all stakeholders, emphasizing the long-term benefits of basic education.
相似文献
| Rhona B. Caoli-RodriguezEmail: |
16.
The Two Cultures of Undergraduate Academic Engagement 总被引：2，自引：0，他引：2
Steven Brint Allison M. Cantwell Robert A. Hanneman 《Research in higher education》2008,49(5):383-402
Using data on upper-division students in the University of California system, we show that two distinct cultures of engagement
exist on campus. The culture of engagement in the arts, humanities and social sciences focuses on interaction, participation,
and interest in ideas. The culture of engagement in the natural sciences and engineering focuses on improvement of quantitative
skills through collaborative study with an eye to rewards in the labor market. The two cultures of engagement are strongly
associated with post-graduate degree plans. The findings raise questions about normative conceptions of good educational practices
in so far as they are considered to be equally relevant to students in all higher education institutions and all major fields
of study.
相似文献
| Steven BrintEmail: |
17.
Eric L. Tribunella 《Children‘s Literature in Education》2007,38(2):87-101
The Outsiders if often credited with marking the emergence of YA literature. It was written by a teenager and was intended to represent
honestly the difficult lives of other young adults. Despite the novel’s audience and purpose and its potentially provocative
acknowledgment of the problems of social class, The Outsiders was readily institutionalized as part of school reading lists and educational curricula throughout the United States. Its
institutionalization can be accounted for in part by the way it offers a palliative to the problems it depicts. The protagonist,
Ponyboy, represents the novel itself as an intervention into those problems, but it works to reaffirm a notion of rugged individualism
and a faith in American education. Such lessons ultimately disarm the novel’s class critique and render it safe for educational
institutions.
相似文献
| Eric L. TribunellaEmail: |
18.
This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within
the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided
strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a)
long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment
of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues
including early career researchers and research degree candidates.
相似文献
| Keith SkampEmail: |
19.
Yiching Jean Chiu 《Asia Pacific Education Review》2009,10(2):261-270
Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been
done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL)
for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach
to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person’s growth. Education
reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher–student
and student–student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon
culture. CHC values social harmony, teachers’ authority, and silence to avoid confrontation. Without understanding the affective
and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The
purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that
nurture student–teacher and student–student interactions in a holistic approach to EFL. This study utilized qualitative research
methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New
Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective
support of a holistic educational approach for Asian EFL students.
相似文献
| Yiching Jean ChiuEmail: |
20.
Racializing educational change: Melting pot and mosaic influences on educational policy and practice
Allison Skerrett 《Journal of Educational Change》2008,9(3):261-280
This article racializes educational change by examining literature on the history of educational approaches to diversity in
the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting
pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The
educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing
literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools.
The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting
pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and
outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization,
which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving
more just and effective learning outcomes for diverse student groups.
相似文献
| Allison SkerrettEmail: |