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1.
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates?  相似文献   

2.
Evaluation of academic research plays a significant role in government efforts to steer public universities. The scope of such evaluation is now being extended to include the ‘relevance’ or ‘impact’ of academic research outside the academy. We address how evaluation of non-academic research impact can promote more such impact without undermining academic freedom and research excellence. Five questions on evaluation design are considered: (1) What should be the object of measurement? (2) What should be the timeframe? (3) How should non-academic users of research inform evaluation processes? (4) How should controversial impacts be managed? (5) When in funding cycles should impact evaluation occur? We conclude that non-academic impact should be selectively promoted and evaluated. This is how greater gains from research might be best captured without imposing misguided and onerous reporting requirements on individuals and institutions.  相似文献   

3.
随着我国教育事业的迅速发展,学校基本建设就成为学校的一项重要工作,依法订立基本建设合同及其担保合同就成为做好该项工作的重要一环。因此,对学校能否成为保证合同的适格主体、保证的债权能否优先、保证责任的承担份额及其风险防范等问题研究,无疑具有理论与实践的意义。  相似文献   

4.
以当地经济建设为背景搞好专业建设   总被引：1，自引：0，他引：1  
高职生物技术专业应该如何进行专业建设和课程建设 ?如何开展教学改革 ?如何适应当地经济建设 ?本文结合该专业的实践进行了探索  相似文献   

5.
Metacognition,comprehension monitoring,and the adult reader   总被引：7，自引：0，他引：7  
This article provides an overview and synthesis of the current literature on metacognition and comprehension monitoring among adult readers. It is organized around three major research questions: (1) How do adults conceptualize their own comprehension-fostering and comprehension-monitoring activities? (2) How effectively do adults evaluate and regulate their ongoing efforts to understand? (3) How successfully do adults assess the final products of their comprehension efforts? Cutting across these broad issues are questions concerning metacognitive differences as a function of reading ability, academic success, domain expertise, developmental level, and task variables. The research reveals that adults' conceptions of how they comprehend and how they monitor their comprehension are quite variable. In general, those who have more expertise, who are better readers, and who are more successful students seem to have greater awareness and control of their own cognitive activities while reading. The research also reveals that adults evaluate and regulate their ongoing efforts to understand, although there is considerable room for improvement in these skills. Finally, the research shows that adults are remarkably unsuccessful at assessing how well they have comprehended a text and whether or not they are ready to take a test on the material. The article closes with a discussion of recent intervention efforts aimed at enhancing the metacognitive skills of adult readers.  相似文献   

6.
The field of management education has been the focus of much debate in recent times. Issues relating to the real world and a lack of relevancy in business schools have caused much of this debate. In particular, questions have been raised regarding why business schools should endeavour to bridge this relevancy gap? However, it is important to define what is meant by relevance. How we define relevance has implications for all stakeholders of management education. As a result, this raises questions about the content and process of management education. For example, how applicable are the alternative approaches to management education such as action learning. How does such an approach translate into the professional practice of educators? What are the benefits and challenges of engaging in such an approach? In particular, what impact does it have for both management educators and their students? When we question what and how we teach it has the potential to open up new questions to be explored and insights to be revealed. This paper reveals a side of management education that is ever present in the philosophy and practice of action-learning practitioners. By exploring the impact of their practice it can inform our understanding and shape future practice. Management education like all education should be open to such exploration. Such an exploration is both timely and relevant for today's educators, students, managers and ultimately society.  相似文献   

7.
In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014.  相似文献   

8.
Reporting on research results to students, teachers and institutions is a big challenge within competence assessment research: students individually have to be given feedback about how they performed, teachers have to be provided with information about their classes, education authorities are interested in actual research results. For feedback being helpful for students, teachers and institutions, the following questions have to be thought of: (1) Who is the feedback given to? What is the aim of the feedback? (2) Which results shall be reported? (3) How should feedback theoretically look like? And (4) how does feedback depend on the given general framework? The given article discusses these questions and offers a “checklist” to research projects with a focus on competence assessment.  相似文献   

9.
As part of recent complex transformations, it seems that higher educational organisations are being forced to reorganise, standardise and streamline in order to survive in the new political and economic context. How are ethnographers in general going to approach these contemporary phenomena? By drawing on the conceptual history of anthropology, the aim of this article is to generate ethnographic-oriented research questions concerned with higher education. The first part of the article provides an ethnographic background, while the second part focuses on Paul Willis's reasoning on ethnographic imagination, as a prerequisite for generating alternative research questions. The third part makes explicit anthropologist Maurice Godelier's theoretical imagination, carving out some specific theoretical parts which may be used in the generating process. The conclusion then suggests a number of questions to be asked by future ethnographers of higher education. The questions are followed by a reflection upon the consequences of doing ethnography within contemporary higher education settings, which are increasingly dominated by policy-makers; ethnography is thus to be seen as an intervening instrument.  相似文献   

10.
Abstract

This self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching.  相似文献   

11.
The fortunes of higher education from the 1960s - not a linear descent but a complex picture. How closely does the declining reputation of higher education at least in central government circles - correlate with declining economic and technological performance, and how much has it been a product of other factors - for example, binary policy or student radicalism? The article addresses these questions and other features of the loss of higher education's esteem across the two decades from the Robbins report to Sir Keith Joseph's Green Paper.  相似文献   

12.
Massoudi  Mehrdad 《Interchange》2008,39(4):443-468

In this essay the importance of spirituality (or ethics) in the life of a research scientist is explored. The following four questions are considered: a) Why should the problem be studied? What are the benefits? and For whom? b) How should we approach this problem? c) What if the results of this investigation contradict other theories? What should we do in case of disagreements? and, d) What are the consequences of this study? Who or what is going to be harmed? What are the effects on the environment?

  相似文献   

13.
This article reviews issues related to the definition of learning disabilities in the context of the Guckenberger v. Boston University case. Four major questions are addressed: (a) Who is learning disabled? (b) How should learning disabilities be assessed? (c) Who is qualified to make a decision about whether or not an individual has a learning disability? and (d) What accommodations should be provided by a postsecondary institution and how should they be selected? Although these are complicated and difficult questions, it is possible to develop a simple, reasonable classification system for learning disabilities, and to conduct assessments based on a coherent and relevant set of achievement tests in which individuals who score below a cutoff are considered learning disabled. Scores on IQ tests are irrelevant and not useful and may even be discriminatory. The issues of decision making regarding learning disabilities and appropriate accommodations remain significant dilemmas for the field; resolution of these issues seems virtually impossible without agreement on appropriate procedures for the definition, identification, and assessment of learning disabilities.  相似文献   

14.
This paper sets out the theoretical and methodological approach of a study of the politics of persuasion and the mobilisation of interest in relation to the Trust schools initiative in England. Drawing on the discourse theoretical approach of Laclau and Mouffe the paper argues that the politics of consensus associated with New Labour reconfigures the field of politics, closing down legitimate democratic space. Building on this approach and that of policy sociology the paper outlines how the researchers seeks to address the following questions – if the space for legitimate democratic debate is so severely constrained then how does a social democratic government deal with the kind of opposition that Labour faced in relation to Trust schools? How do governments persuade dissident citizens to support unpopular policies? How are citizens mobilised to support such policies? This also raises questions about how, in such a restricted political space, do those questioning or resisting such policies, engage in the politics of persuasion and the mobilisation of interests? The reconfiguration of the field of politics and what this means for the constitution of legitimate democratic debate is the object of study of the research.  相似文献   

15.
An information society is one in which information is churned out at an increasingly rapid rate. It is also a society in which change becomes the norm. Information learned one day may become obsolete the next day. How, then, do we, as educators, deal with this situation? What can we do to help our students keep afloat and learn to swim in this rising sea of information? In this paper, metaphors are explored as possible lifebelts in the situation. The characteristics of metaphors are outlined and factors affecting their pedagogic value are discussed. Metaphorical teaching is not new. Indeed, it has a very long history in many cultures. Examples are given of how metaphors have been used in teaching in the past and present as well as suggestions of how they may be used in the future. Such suggestions, however, are only helpful in provoking thought. What we really need is research to determine under what conditions the use of metaphors in teaching are most effective. In this respect some questions that need to be answered are mentioned.  相似文献   

16.
Experimental skills should be acquired by learners at school and university alike. To promote experimental skills, various approaches exist within a spectrum between implicit and explicit instruction. Regarding these instructional approaches, numerous findings are available which predominantly relate to pupils. It is an open question whether it is better to instruct experimental skills explicitly or implicitly in university courses. And if experimental skills are fostered explicitly, what about the content-related skills? Especially in teaching programmes with both experiment-related and content-related objectives, it is questionable whether content-related objectives are achieved to a lesser degree via explicit instruction of experimental skills. Both questions are addressed in this paper. We present an intervention study involving 144 students. All students carry out the same experiments. The intervention groups differ merely in the degree of explicit instruction. Learning gains in experimental and content-related skills are assessed in a pre-/post-test design. The results show that the type of instruction does not significantly influence the acquisition of experimental and content-related skills in this target group. But by trend, the expected differences in learning gains can be observed. This leads to new research perspectives and implications for teaching which are discussed.  相似文献   

17.
Artistic activities are frequently touted as being imaginative or valuable in helping develop the imagination of students. However, it is not always clear what is meant by the imagination. Is the imagination a faculty of the mind? Do some people have it while others do not? Is it something that can be developed? Or is having an imagination having the ability to conceive of ideas in a certain way? If having an imagination is an ability to conceptualize in a certain manner, can educators provide experiences which foster this ability? How does this ability differ from creative ability or the ability to fantasize? These questions, among others, must be dealt with if we are to come to an understanding of what we mean by the concept of imagination. Having a clearer understanding of what we mean by the imagination still leaves unanswered questions concerning why we should want to be imaginative and why being imaginative is important for arts education. These are the questions to be addressed in the following paper.  相似文献   

18.
Personal Epistemology Research: Implications for Learning and Teaching   总被引：12，自引：0，他引：12  
The ideas that individuals hold about knowledge and knowing have been the target of research programs with disparate names, such as epistemological beliefs, reflective judgment, ways of knowing, and epistemological reflection, all of which appear to be a part of a larger body of work on “personal epistemology.” Epistemological perspectives are salient in numerous academic experiences, have been shown to be related to learning in various ways, influence reasoning and judgment throughout our lives, and have implications for teaching. Yet this work has remained outside the mainstream of educational psychology and cognitive development. This paper addresses three main questions: (1) What is personal epistemology research and how is it conceptualized? (2) How are individuals' conceptions of epistemology related to learning and instruction? (3) Given what we know about personal epistemology, what might educators do? Suggestions are also provided for future research and theoretical development.  相似文献   

19.
Research studies on higher education: A content analysis   总被引：1，自引：0，他引：1  
This paper reports the results of a content analysis of a comprehensive set of abstracts of ongoing research projects in the United States and Canada in 1972. The questions asked were: What kind of research is being done on higher education? Who does this research? Secondary questions were: How are the research projects financially supported? How are the research results to be disseminated? The results are presented and interpreted in relation to some of the less data-based literature on the field of higher education as an emerging area of systematic study.  相似文献   

20.
There is a growing body of research looking at young people’s use of digital technology in informal contexts. However, there is a gap in the literature about how to describe and categorise young people’s digital practices in such contexts. This gap is important because in order to be able to understand the differences between young people’s digital practices in informal contexts and how these differences arise, you first need to be able to describe and categorise those differences in meaningful ways. You need to be able to answer the question “How do young people use digital technology in informal contexts?” in order to be able to answer questions such as “How do children’s digital practices in informal contexts vary?” and “Why do children’s digital practices vary?”. This paper is significant because it introduces The Digital Practice Framework, an original, theoretically informed, tool to fill this critical gap in the literature. It goes on to indicate how this framework has been used to analyse the factors that facilitate or hinder the development of young people’s digital practices in informal contexts.  相似文献   

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