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1.
To review the status of research in educational broadcasting, assess its adequacy in the light of contemporary requirements
and propose a program of urgently needed research, 23 research specialists from organizations and institutions engaged in
educational broadcasting participated in a five-day Seminar on Research in Educational Broadcasting. The Seminar was sponsored
by the National Association of Educational Broadcasters with funds provided by the W. K. Kellogg Foundation. Management responsibility
was handled by The Ohio State University, which also generously contributed the services of many members of its staff. The
Seminar was held December 9–13, 1957, on The Ohio State University campus in Columbus. For the past few years, Dr. Tyler has
been director of the annual Institute for Education by Radio and Television. 相似文献
2.
《Higher Education in Europe》1980,5(3):18-20
After a certain period of relactance and objective difficulties the use of television as an educational medium in the institutions of higher education is now increasing. The following article, written for “Higher Education in Europe” by Drs. Rainhard Borm and Sigrid Borm from the Institute of Higher Education at the Berlin Humboldt University, presents the current situation with regard to the application of educational television in the educational process by the institutions of higher education in the German Democratic Republic. 相似文献
3.
李玉 《十堰职业技术学院学报》2005,18(2):23-25
1905年学部的成立是中国近代教育史上的大事,它既是晚清新式教育发展的必然结果,又对新式教育的发展产生了巨大的促进作用。学部成立后就大力提倡、积极鼓励实业教育的发展。学部对实业教育的推动主要表现在:首先成立专门机构,使责有专司;其次是颁布教育宗旨,确定实业教育的法定地位。学部更多地是对实业教育进行具体指导,主要有:设定目标,督促办学;颁布专文,指导办学;明确权限,加强监督;针对问题,大力整顿;依据实情,修改定章等。在学部的大力提倡、鼓励下,实业教育有了很大的发展。 相似文献
4.
《欧洲教育》2013,45(4):46-54
Educational research in Luxembourg has up to now no official status. There are, however, three centres involved in educational research. The Centre of Educational Research (CRP) of the Ministry of Education was set up in 1976 to help in the reform of the educational system. The educational Institute (Institut Pédagogique) — a teacher education college for primary school teachers — of Walferdange has been engaged in educational research for the past 10-15 years; it has been concentrating on problem-solving research. The University Centre of Luxembourg is also doing some educational research. 相似文献
5.
James D. Finn 《Educational technology research and development : ETR & D》1953,1(2):106-126
Summary The existing research on television of interest to educators was analyzed and found to be grouped into four general categories:
(a) studies of the general social effects of television, (b) content analyses, (c) studies of the educational effects of television,
and (d) technical studies. Studies in each of these four categories were reviewed and generalizations drawn from them. No
attempt was made to review related research that is, no doubt, applicable to the problems of television. For example, the
vast amount of research information developed in the audio-visual field during the past 30 years was not touched. Future investigators
will find that the existing television research and the existing audio-visual research provide only a sketch map of the field
of audio-visual communication. To use these important instruments wisely, and this is particularly true of television, it
is necessary that we know and understand much more. This is the challenge for future research.
To the knowledge of the editor, this is the first comprebensive review of educational television research to be published.
The organizing of the research into four categories—general social effects, content analyses, educational effects, and technical
problems—the rather detailed reviewing of the results, and the drawing of general conclusions should greatly aid the educator
in understanding the unique contributions of educational television. An attempt will be made in future issues of Audio-Visual
Communication Review to supplement this review of research by regularly publishing, in “Research Abstracts,” reviews of the
most recent television studies. Dr. James D. Finn is Associate Professor of Education and Chairman of the Audio-Visual Education
Department, University of Southern California.
This paper was originally prepared at the request of the California State Department of Education for inclusion in theBrochure of Background Materials: Educational Television for the Governor’s Conference on Educational Television, held in Sacramento, California, December 15–16, 1952. It was necessary
to develop the material in a very short time, and the writer wishes to express his indebtedness to F. Dean McClusky and May
V. Seagoe of the University of California, Los Angeles, and to Lester F. Beck and Nicholas Rose, his colleagues at the University
of Southern California, as well as to several of his graduate students for helping in locating copies of the studies reviewed. 相似文献
6.
自20世纪60年代以来,教育电视凭借其传递信息量大、传输质量高、视听效果好等优势占据了我国教育领域主流传播媒体的位置。但近年来随着快速、便捷、信息量大、双向互动、直观形象的网络多媒体传播技术的迅速崛起和广泛普及,教育电视面临着严重的挑战。网络时代教育电视有无存在的必要和价值以及未来教育电视应如何发展,一度成为该领域关注的焦点。针对此问题,本文首先从媒体发展的历史、教育电视媒介和网络媒介的发展现状及其优势对比三个角度分析了网络时代教育电视将长期存在的必然性,并在此基础上,详尽阐述了教育电视和网络媒介相融合发展的意义和作用、内容以及形式。 相似文献
7.
Sob Kay Cheng 《Asia Pacific Journal of Education》1984,6(1):37-43
The 1960s saw a rapid expansion of teacher education in Singapore. This was followed by an attempt to ensure quality teacher education, beginning with the establishment of the Institute of Education in 1973. The Institute was established to take over the responsibilities of teacher preparation and educational research, functions which were performed by the Teachers' Training College, the School of Education of the University of Singapore and the Research Unit of the Ministry of Education. Since its establishment, the Institute has provided pre-service training for some 6000 teachers, both non-graduates and graduates. In addition to these, some fifteen thousand teachers have gone through in-service courses of one kind or another at the Institute over the past decade (Lun and Chan, 1983). The above facts show the concern with and effort dedicated to the improvement of teacher quality in Singapore. 相似文献
8.
The intention of this article is to present the way in which a proposal was put forward for a national basic curriculum for
the lower level of secondary education in Guatemala, within a general curricular reform of the education system. In this process,
the International Bureau of Education and UNESCO’s national office in the country provided technical advice. The article examines
the socio-cultural and educational context, some conceptual foundations for the curricular reform, the construction of the
curriculum for lower secondary education, some features of the proposed curriculum and the outlook for the future. The process
of curriculum construction included a diagnosis, drawing up a strategy for reforming the first cycle of secondary education
and preparation of the proposed curriculum. Likewise, the authors present the steps that must be taken in order for the national
basic curriculum to be adopted, subject, amongst other factors, to the availability of funding.
Original language: Spanish
Linda Asturias de Barrios (Guatemala)
Doctorate in Anthropology from the University at Albany, State University of New York. Postgraduate studies in Public Policies
and Intercultural Affairs at the Universidad del Valle, Guatemala. She has taught at secondary school and university level.
As a researcher, she has published books and articles on ethnology, development and education in Guatemala and Central America.
At the Ministry of Education she has worked as Co-ordinator of the National and International Co-operation Unit (1997–1999),
Co-ordinator of the Reform of Secondary Education (2004–2006) and Co-ordinator of the Reform of Lower Secondary Education
(2007). E-mail: lindaasturias@yahoo.com
Verónica Mérida Arellano (Guatemala)
Teacher of secondary school language and literature and graduate in Literature and Philosophy at Rafael Landívar University.
She completed a master’s degree in education and curriculum at the University del Valle, Guatemala. She has been a university
lecturer. She has published books and articles on the teaching of Maya as a mother tongue and Spanish as a second language.
She has worked as curriculum specialist at the Ministry of Education (1985–1991) and as Co-ordinator of Teacher-Training Programmes
at Rafael Landívar University. From 2005 to 2007 she acted as Curriculum Consultant for Lower Secondary Education at the Ministry
of Education. E-mail: vmeridaguate@yahoo.com.mx 相似文献
9.
Ling-Xiao Xu Fang Yu Zhen-Qiu Ma Tian-Hua Zhou Xiao-Bei Geng He Huang 《Chinese Education & Society》2014,47(3):97-102
The comprehensive reform in graduate education of Zhejiang University for a professional degree in clinical medicine accommodates the demand of both the Ministry of Education and Ministry of Health of China for educational reform by putting forward a "5+3" pattern, an innovative training pattern for this degree. The pattern focuses on innovation in training talent as well as reform of the administrative mechanism. It advances the organic link between student cultivation and standardized training for residents, and it facilitates the tight connection between professional training and occupational qualifications. 相似文献
10.
《Chinese Education & Society》2013,46(4)
The State Education Leaders Delegation visited the People's Republic of China in October 1977 under the auspices of the National Committee on United States-China Relations and as the official guests of the Ministry of Education in Peking. The group observed educational institutions and discussed the new directions of Chinese education with colleagues in China's educational circles. The scholar-escort of the delegation was Ronald N. Montaperto of the University of Indiana, who is serving as the guest editor of this issue of Chinese Education. 相似文献
11.
12.
The introduction of television in conventional higher education has been experimented with worldwide since the early 1950s. Several ways of putting television to effective use in higher education have been developed. One of the successful educational projects in the developing countries is the Countrywide Classroom Project in India. The traditional educational system at all levels remains compartmentalized which makes it necessary to use new and innovative means of education. With the intention of overcoming some of the numerous obstacles to knowledge and learning in the Indian context, the University Grants Commission initiated a unique educational experiment‐‐the Countrywide Classroom‐‐in 1984. Beginning with 1 hour of telecast of Countrywide Classroom programmes on all working days in Doordarshan, India's National Public Service Television network, it has now evolved to 20 hours of telecast per week. Over a period of time, a decentralized production system, using countrywide creative talent, came into being. The Countrywide Classroom has created a niche audience of youth and adults in cities, small towns and remote areas devoid of adequate educational facilities. This paper presents a discussion of the Countrywide Classroom Project, its infrastructure, production, transmission, limitations and future directions. 相似文献
13.
师范性·发展性·开放性——《全国普通高等学校音乐学(教师教育)本科专业课程指导方案》的创新 总被引：1，自引：0，他引：1
由教育部颁发的<全国普通高等学校音乐学(教师教育)本科专业课程指导方案>是一个富有新意的指导性文件.本文对其师范性、发展性、开放性的特点作了分析.师范性,指的是适应新时期对音乐教师提出的要求,从指导思想、培养规格、教育理念、课程设置等方面着手,保证教师教育培养目标的实现.发展性,指的是根据新的教育理念,从课程结构方面提倡"三类课程合力论".有利于学生、教师、教育管理者的思想观念、治学方法、知识结构的不断发展.开放性,指的是突出音乐学(教师教育)学科的特点,把音乐教师教育本科的专业课程作为一个开放的系统.有利于不断丰富、充实和完善. 相似文献
14.
根据中国引文数据库Chinese Citation Database所提供的统计数据,采用文献计量学、数值比较和按类统计的方法对影响因子排名靠前的8种中国教育类期刊在2006-2010年间引文进行了数据统计,研究成果可为教育学研究提供一些量化数据的参考,同时也为用户提供全面翔实的期刊被引和引用数据。结果表明:《教育研究》是人文、社科权威级期刊;《高等教育研究》、《中国高教研究》、《中国高等教育》、《高等工程教育研究》是教育类核心期刊中的佼佼者,具有一流的学术水平和学术影响,在教育学领域中有着绝对的影响力;《中国大学教学》、《北京大学教育评论》、《教师教育研究》在教育学界也有着非常高的学术地位。 相似文献
15.
《欧洲教育》2013,45(3):104-108
I. The first thing that strikes the eye when one inquires into the premises, intentions, and results of French school reform is the importance of planning. Most recently, in addition to being systematically coordinated with manpower planning, this planning has been undergoing a development that, on the one hand, carries it beyond manpower planning — generally recognized to be insufficient — by introducing planning based on qualitative criteria; and, on the other, has grown through close cooperation between the Ministry of Education and the boards and committees dealing with matters of education and training, whose work is one component of the economic and social planning organized by the Planning Commission. This intensification of cooperation — which also signals a reduction in the gap between educational planning and educational policy — found concrete expression in the creation of twenty ministerial planning teams, whose findings were included in the deliberations of the Education Committee during preparation of the Sixth Plan for Education (1971-75) and were reflected in the content of its report. 相似文献
16.
The Aid for the Development of the People by the People (ADPP), a non-governmental organization (NGO), in collaboration with
Angola’s Ministry of Education, has set up a network of secondary schools to train teachers to work in primary schools in
the rural areas of Angola. These schools, called Training Colleges for the Teachers of the Future (CTFs), are involved in
training a new type of teacher. This article discusses this educational practice, the main aim of which is to train primary
teachers to work in the rural areas where too few trained teachers are willing to be posted. The authors describe the measures
taken to better meet the needs of the rural areas in terms of teachers who have been properly trained and are motivated to
work in such an environment, and then go on to analyse the reasons underlying the success of the CTF programme, specifically
the fundamental differences from the state-run teacher training colleges, the way this new practice forms part of the overall
reform of the education system and its role in the Education for All (EFA) initiative, and the fight against poverty.
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
| André Jacinto DiasalaEmail: |
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
17.
The national accreditation system for higher education institutions in the Russian Federation is presented. The procedure for the integrated assessment of university activities, which is provided by the Ministry of Education, is described. The article examines licensing and attestation requirements and the procedure for achieving state accreditation. The requirements for gaining public professional accreditation are examined, as well as the tasks of the Russian Association for Engineering Education in this field. The experience of Tomsk Polytechnic University in developing an internal attestation system and quality assurance for its educational process is discussed, as well as the involvement of the institution in international co-operation. 相似文献
18.
Christina Hajisoteriou 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):451-467
Background:?In the context of Cyprus’ accession to the European Union (2004) and a noteworthy increase in immigration towards Cyprus, the Cypriot state was called upon to build more complete and coherent policies addressing culturally diverse educational settings. Cypriot education has historically enforced the nation-building project. However, since its accession negotiations to the EU, Cyprus received calls for harmonising its intercultural education to European standards. Purpose:?This study aims to examine the content of intercultural policies in Cyprus, which have been initiated and/or developed by the national state and particularly the Ministry of Education and Culture. Furthermore, it explores the ways in which Cypriot policies are shaped by European influences, and the implications of this process for national constructs of intercultural education. Sources of evidence:?We collected a purposive selection of thirty policy documents regarding intercultural education that were produced by the Ministry of Education and Culture in Cyprus. In addition, six Cypriot policy-makers working in the MEC's departments were interviewee participants. They were selected purposively according to the level of their involvement in the development of Cypriot intercultural policy. Design and methods:?Data were coded to identify groups of concepts, issues, perceptions and behaviours and interrelationships within a theoretical model. Data triangulation contributed to the development of thematic categories that emerged from the data. Results:?The analysis of the documentary evidence in this study suggests that the language of European policy has imbued the Cypriot socio-political environment with inclusive discourses enhancing intercultural education. Analysis in this study identifies that the Cypriot Ministry of Education and Culture maintains an assimilationist orientation in its broader educational goals, despite adopting such (inclusive) discourses. Conclusions:?This study argues on the basis of this evidence that Cypriot intercultural policy appears symbolic, indicating ‘simulated’ development and implementation processes. Arguably, there remains a high degree of ambivalence towards the process of transformation needed to Europeanise intercultural policy in Cyprus. 相似文献
19.
Orit Avidov-Ungar Roni Reingold 《International Journal of Leadership in Education》2018,21(3):293-309
In Israel, the Ministry of Education determines all aspects of educational policy, including teachers’ initial teacher education, licensing and professional development. As part of the New Horizon educational reform, the Ministry announced in 2010 a new plan for the professional development of teachers in Israel. The Ministry assigned a mediating role to its district managers and superintendents, placing them in charge of introducing and implementing this policy. The current study describes the findings of a qualitative, narrative-based research, which examined the attitudes of 25 Ministry of Education district managers and superintendents regarding the implementation of the new professional development policy. Interviewees noted both the major advantages of this policy, e.g. organizing the professional development process and including all of the teachers, as well as its many disadvantages, e.g. overburdening the teachers, the lack of high-quality teacher trainers, etc. This study sheds light on the process of implementing a top-down reform in teachers’ professional development. Moreover, it sheds light on the main tasks of superintendents as educational leaders. 相似文献
20.
社区教育是一种具有较强个人收益的竞争性、排他性准公共产品,强调国家和个人合理分担成本,因此可能在政府干预优先次序等级中排在比较后的位置,容易导致经费供应不足。教育部2015年社区教育工作情况调查统计数据也表明,社区教育经费没有列入经常性财政开支中,并且从最高值、平均值、中位值、最低值均远远低于普通教育、职业教育等教育形式,直接影响了社区教育政策的执行。 相似文献