共查询到20条相似文献,搜索用时 31 毫秒
1.
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: |
2.
This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree
aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction
with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on
58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings
reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation
status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation
status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty
interaction by minimizing the gender, race, social class, and first-generation differences associated with it.
相似文献
Linda J. SaxEmail: |
3.
Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated
through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí)
in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential
element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content
of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics
register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual
students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to
come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key
transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and
applications for mathematics teaching and learning are presented.
相似文献
John O’DonoghueEmail: |
4.
Koshi Dhingra 《Cultural Studies of Science Education》2008,3(1):123-144
In this essay review, four studies around the themes of identity and globalization are summarized and analyzed. The researchers’
perspectives are generally grounded in Brown and Campione’s ideas on situated knowledge (Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge: The MIT Press/Bradford Books, 1994) and Lave and Wenger’s definition of learning as an activity fostered through participation in communities of practice (Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press, 1991). Questions about the goals of science education spaces, the nature of globalization in relation to practices in schools,
the role of identities-in-practice in relation to participation in communities of practice such as classrooms are explored.
Recommendations for key design features in effective science educational spaces, based upon the findings presented in the
collection of four studies, are offered. School, it is suggested here, functions best as a clearing house for the myriad science-related
stories student participants generate in their various communities of practice (e.g., within popular culture, family, community,
informal educational sites). In this way, school has the potential to construct bridges between multiple student experiences
and identities-in-practice.
相似文献
Koshi DhingraEmail: |
5.
6.
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: |
7.
J. Martin Rochester 《Academic Questions》2007,20(4):366-369
In 2006, a bill was submitted in the Missouri Legislature designed to address issues raised during a lawsuit by a Missouri
State University social work student contesting requirements that Missouri public colleges and universities take steps to
insure tolerance of diverse perspectives in the classroom and on campus. Although the legislation did not pass, it motivated
university administrators among other measures to sponsor a forum on “intellectual diversity,” held on 11 October 2007 on
the University of Missouri–St. Louis campus. In his remarks as a faculty panelist, J. Martin Rochester makes five distinct
points about the realities and pitfalls of regulating tolerance and the true meaning of diversity on a college campus.
相似文献
J. Martin RochesterEmail: |
8.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
Peter WoodEmail: |
9.
Kenneth Leithwood 《Journal of Educational Change》2008,9(1):71-75
Policy makers and leadership developers now admonish both aspiring and practicing educational leaders to base what they do
on evidence of “best practice”. Some argue, however, that today’s best practices stand a reasonably good chance of being unsuitable
for schools in the future. Unfortunately, effective leadership in future schools is empirically unknowable. This paper unpacks
the arguments about “best” and “next” practices concluding that there is an empirically defensible foundation for current
and future leaders.
相似文献
Kenneth LeithwoodEmail: |
10.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
11.
Mei Kuin Lai Stuart McNaughton Helen Timperley Selena Hsiao 《Educational Assessment, Evaluation and Accountability》2009,21(1):81-100
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well
designed interventions, but there is little research into whether these gains can be sustained. The present study examines
the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based
practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition
to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were
part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning
through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning
communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal
school routines as part of a coherent instructional programme and the availability of expertise.
相似文献
Selena HsiaoEmail: |
12.
Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261
Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have
joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author
suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations
of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes
that may actually work to perpetuate homophobic attitudes toward gay sexuality.
相似文献
Thomas CrispEmail: |
13.
Christina M. Desai 《Children‘s Literature in Education》2006,37(2):163-184
This article explores the question of how children’s literature reflects national identity in a diverse society. Drawing parallels with Ellison’s Invisible Man, it speculates on how literary omissions and misrepresentations of diverse groups may influence the minds of young readers in their attitudes toward themselves, their nation, and others. In a sampling of the current children’s picture book literature of Malaysia in English, it relates current thinking in multiculturalist and post-colonial theory to the forms of multiculturalism found in these works. It examines this literature’s representations of history, diversity, class, gender, and values to determine who is represented, how they are portrayed, who is excluded, and what values are promoted, exploring what image of national identity this literature projects.
相似文献
Christina M. DesaiEmail: |
14.
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: |
15.
Ester J. de Jong 《The Urban Review》2008,40(4):350-370
Few studies have focused on practitioners’ perspectives on and interpretations of official language policies in schools and
how such policies shape their practices. Teachers are an integral part of the process of policy appropriations that occur
within and across policy levels (state, district, school, and teacher). Through interviews with eighteen elementary teachers,
this qualitative study focused on the experiences of teachers in one district as they negotiated the impact of Question 2,
an English-only law passed by Massachusetts voters in 2002. Specifically, the study examined the teachers’ perspectives on
the passage of a top-down English-only state law, its implementation in their district, and its impact on their classroom
practices. The study illustrates the multiplicity of policy appropriation: interpretations of the meaning of the policy for
practice varied according to policy level (intent of the law, district administrator’s interpretation, school-based interpretations),
often leading to contradictory discourses. As a result, the teachers in the study had to (be able to) negotiate often contradictory
policy discourses in their daily practices. The findings also underscore the importance of contextualizing policy processes:
teachers’ views of Question 2 were shaped by their own beliefs but also by the way the district conceptualized and interpreted
the law.
相似文献
Ester J. de JongEmail: |
16.
‘Interdisciplinary strategies’ in U.S. research universities 总被引:5,自引:0,他引:5
Creso M. Sá 《Higher Education》2008,55(5):537-552
In the context of increasing support for interdisciplinary modes of research, many in the policy, scientific, and academic
communities propose that universities should change structurally to reduce the barriers to investigation that involves researchers
from multiple disciplines. This paper examines ‘interdisciplinary strategies’ in U.S. research universities—deliberate efforts
to spur collaborative research across traditional departmental and disciplinary boundaries, including the creation and adaptation
of university policies, practices, and structures. It identifies and analyzes the use of incentive grants to initiate new
interdisciplinary units, the establishment of ‘campus-wide institutes’ that steer campus investments in interdisciplinary
areas, and new modes of faculty hiring and evaluation. Illustrative examples are provided, and the implications of these strategies
are discussed.
相似文献
Creso M. SáEmail: |
17.
S. D. D. V. Rughooputh M. I. Santally 《Educational technology research and development : ETR & D》2009,57(1):131-145
This paper presents a new technique of delivery of classes—an instructional technique which will no doubt revolutionize the
teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of instructionally
incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the delivery of an intended
lecture, assisted with teaching aids such videos, animations and music, as deemed necessary. The benefits of such an approach
in the educational system of the University are multifold and can be categorized in three different axes namely pedagogical,
administrative and financial. Our main interests in this article lie along the pedagogical benefits (which undoubtedly overlap
to some extent into administrative and financial axis) that this technique will bring in the system. While it is obvious that
the initial process does consume a reasonable amount of time and gradually reveals its own complexities, constraints and limitations
as described in this paper, the approach does however provide considerable elements to bring a major re-definition of the
overall teaching and learning framework at the University of Mauritius.
相似文献
M. I. Santally (Corresponding author)Email: |
18.
S. Khan 《Educational technology research and development : ETR & D》2008,56(4):423-447
This research assessed the value of case study methodology in the design of an educational computer simulation. Three sources
of knowledge were compared to assess the value of case study: practitioner and programmer knowledge, disciplinary knowledge,
and knowledge obtained from a case study of teacher practice. A retrospective analysis revealed that the case study was the
source of 16 out of 23 design decisions and therefore was the most significant influence on the design of the simulation.
The case study was particularly effective in sensitizing the design team to the classroom context, identifying common and
uncommon teacher practices, revealing unexpected dimensions of interactions in the classroom, and generating constructive
changes to the design of the simulation. Case studies can significantly enrich the design of educational software and are
a promising methodological choice for design teams.
相似文献
S. KhanEmail: |
19.
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied
experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical
phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it.
To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom
where the students learned about three-dimensional geometrical objects.
相似文献
Wolff-Michael RothEmail: |
20.
Neil Mercer 《Cultural Studies of Science Education》2008,3(2):351-362
This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include
the relationship between research on conceptual change and educational practice, the significance of emotion and identity
in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly
assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition
that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by
drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while
more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very
clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary
for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.
相似文献
Neil MercerEmail: |