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1.
A. Qayum Safi 《Higher Education》1986,15(5):421-447
As the only institution of higher education in Kuwait offering a four-year degree program, Kuwait University is expected to provide its society and its rapidly changing labor market with professionally trained Kuwaiti nationals in fields requiring up-to-date scientific and technical knowledge. Its location in the Arabian Gulf region requires KU to honor and preserve the Arab and Islamic tradition. Thus, the success of KU graduates in the job market and in society will depend on a combination of scientific knowledge and appreciation for local and regional values. With the introduction of the graduate studies program, KU is on the threshold of becoming a major institution of research and scholarship. With this step forward, KU increases its responsibility to offer a diversified academic program designed to meet the specialized manpower requirements of Kuwait as a major commercial center in the Middle East. To evaluate its programs, KU established the Center for Evaluation and Measurement in 1977 which introduced the Course and Instructor Evaluation project, and later expanded its activities through the KU Academic Evaluation Committee, to include program evaluation. The office of the Vice-Rector for Research was established in 1981 to encourage, support, and develop scientific research activities at Kuwait University. At present, KU has fully realized the importance of educational reform. A few of the issues, identified in this paper, can be outlined as follows:
- The need for an admission policy to recruit more students competent in general subject matter knowledge as well as in English proficiency, and to assign them fairly to the subject areas of choice.
- The need to design a research oriented curriculum with stronger emphasis on general education as required of an undergraduate studies program rather than stressing professionalism.
- The need for an instructional program that deemphasizes students' total reliance on memorization and examinations for completing course requirements.
- The need to improve instructional and research facilities, as well as make them available to students and to train students in their proper use.
- The need to reappraise employment conditions for non-Kuwaiti teaching staff providing them with job security and career certainty.
- The need for an administratively and financially independent KU, and long-range plan for a campus to accommodate the increasing number of students, faculty, and support staff.
2.
Joseph M. Scandura 《Instructional Science》1972,1(2):247-262
The purpose of this two-part article is to point the way towards more sophisticated educational technologies with specific reference to educating the disadvantaged. In Part I, after summarizing some of the current problems in educating the disadvantaged, a new theory of structural learning is proposed and relationships between this theory, educational technology, and curriculum development are made explicit. This conceptual framework then is used as a basis for planning curriculum development in education. Part II shows in more detail how this plan may be applied in the real world with special reference to three specific projects:
- An efficient and self-instructional way to diagnose and teach the basic arithmetical skills of addition, subtraction, multiplication, and division.
- A systematic way of teaching children how to read critically based on a behavioral analysis of the process in terms of logical reasoning.
- A plan for in-service teacher education which deals with mathematical processes (as opposed to content).
3.
Asian students in increasing numbers have over the postwar period decided to go overseas for tertiary education, and an increasing proportion of those overseas students have selected the United States as their place of study. Eight elements of the changing context of Asian-American relations are identified which influence the Asian preference for American higher education:
- The improving Asian-American political links
- The increased volume of Asian-American economic exchange
- The sharp increase in Asian immigration to the United States
- The increasing similarity in the structure and content of Asian and American educational systems
- The absorptive capacity of American higher education
- The quality of American higher education
- The complementarity of Asian demand and American supply
- The opportunities provided in American higher education to cover educational costs through part-time work
4.
John Welton 《Higher Education》1983,12(5):597-607
This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:
- The nature of the professional domain of special education assessment;
- The emergence of competing definitions of special educational need and good practice;
- The concern for professional and administrative accountability;
- The concern for the rights of users of special education provision;
- The politicisation of special education through the development of interest groups;
- The market relations between supply and demand in special education provision.
5.
Elizabeth M. Beaty 《Instructional Science》1986,15(1):341-359
The understanding of concepts in social science was investigated by interviewing students studying two foundation courses in Social Science at the Open University. The investigation was carried out using the research paradigm of phenomenography (Marton, 1981) where the content of learning is seen as a quality rather than as a quantity. There were two aims of the research.
- To discover the different understandings that students hold of particular important concepts in Social Science.
- To use the method as a method of formative evaluation to influence the production of new course materials.
6.
Strategies implemented by 12–13 year olds to solve electricity problems are examined. Three factors account for observed strategies:
- type of problem representation, itself dependent on the knowledge base;
- cognitive personality dimensions;
- form of problem statement.
- a strategy based on misconceptions such as the vanishing current model;
- a similar strategy but greater verbalization of doubt;
- rush to use formulas;
- sequential analysis of circuit;
- application of principles learned in class.
7.
This survey presents the essentials of a study concerning problem solving ability in children aged 12–13. It forms part of a large project concerning the impact of calculators and computers in school mathematics and the consequences for certain basic abilities. The contents of the survey are in brief: ? definition of problem solving ability; ? test construction; ? interviews; ? supplementary investigations. 相似文献
8.
This study deals with the observation of a class composed of children aged 8–9 solving division problems. The analysis aims at differentiating the attitudes of pupils confronted with situations resulting from ‘EMPIRICAL’ learning from those observed in situations involving action resulting from ‘DIALECTIC’ learning. Two learning sequences are described in the course of the study: * The first includes four classical terms which allow the use of empirical methods to find the quotient and the remainder. * The second includes two terms elaborated so that they favour a dialectic of action with the children. * The repetition of drills of the same nature during the first learning sequence does not result in important variations as far as success and solution procedures are concerned. * On the other hand, during the second learning sequence, all pupils use a more economical solution procedure with high level success rate. 相似文献
The observed differences reveal that:
9.
Dr. Yoram Neumann 《Research in higher education》1977,6(3):275-287
This study tests a model of predicting faculty success in the different fields of chemistry, physics, sociology, and political science. The main hypotheses tested and confirmed are:
- In a field with a low technological development, professional age is more important in predicting faculty success than in a field with a high technological development.
- In a field with a high technological development, articles are more important in predicting faculty success than in a field with a low technological development.
- In a field with a low technological development, books are more important in predicting faculty success than in a field with a high technological development.
10.
Vanda Lucia Zammuner 《European Journal of Psychology of Education - EJPE》1991,6(2):243-256
This study reports on grade 4 children’s (Ss) knowledge of constraints and characteristics of persuasive written requests (RQ).
- All Ss wrote a first RQ asking money to improve their computer lab.
- Experimental (E) and control (C) Ss evaluated 4 different RQ.
- selected and ordered, out of 30 scrambled sentences, those appropriate for a “good” RQ.
- A week later, E Ss had a collective “training discussion” on requests.
- A week later, E and C Ss wrote a second RQ asking money for their science lab.
11.
Yvonne Buettner 《Education and Information Technologies》2006,11(3-4):257-268
Based upon a nation wide campaign called Public Private Partnership—Schools in the Net (PPP-SiN) (Public Private Partnership—Schule im Netz (PPP-SiN), 2000) we were able to initiate an externally financed project of in-service teacher education. The paper describes the realization of this project. Reflections are given on why teachers hesitate to integrate ICT into their teaching. Media competencies are recognized to be key in this context. We reflect upon the following five questions:
- How do we educate the right thing as well as educate the right way?
- Which ambient conditions must be met?
- Which preliminary actions have to be taken and implemented?
- Which tools, methods and instruments do we need?
- How do we make sure that the transfer of learned knowledge will take place to find its way into successful teaching?
12.
This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine: — How their competence in counting and numeration evolved during this period. — What the mechanisms of this evolution were. — What role school learning played. 相似文献
13.
Anna Verebély Ligetiné Ottó Mihály Péter Vajó 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(4):465-478
This study is concerned with the problem of perspective planning of education. First it considers the underlying conception of the educational system, indicating what are the essential factors in Hungary's national education. The authors then seek, by means of a systems theory conception to give this education a place in society, and in civilization — bearing in mind that national education is “a system of relative independence”. From here they go on to examine the patterns imposed by planning for perspective development. An important section examines planning as a process and considers it as an essential concomitant of the strategy of development in the following phases:
- the politico-scientific process of formulating the conception.
- the process of checking the continuing validity of the conception.
- the decision-making process by which the conception is accepted.
- the process of initiating and implementing the conception.
14.
Noel Williams 《Instructional Science》1992,21(1-3):125-138
In this article I describe three key design issues which underlie a CIRG project building an open learning hypertext package for teaching writing skills. These are issues in: ? combining flexible materials with fixed structures; ? giving students real flexibility in learning; ? the nature of interaction in hypertext writing teaching. I outline a design strategy to meet problems in all these areas. 相似文献
15.
Márta Turcsányi-Szabó Andrea Bedő Zsuzsa Pluhár 《Education and Information Technologies》2006,11(3-4):341-355
Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around:
- Traces of use of higher order thinking skills—according to Bloom’s taxonomy.
- Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers.
- Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education.
- Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students.
- Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers.
- Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
16.
The aim of this research is to study on-line written production in children. Twelve seven year old children and twelve eight year old children were asked to compose two texts (a narrative and a report). They were filmed as they wrote in order to investigate the temporal caracteristics of their composition (pauses, rates…). The results show three main findings: - the rates increases from seven to eight year old. - pauses times varied according to the syntactic organisation of the next sentence. - longer pause times are localized after punctuation marks and before connective. 相似文献
17.
Fred Stopsky 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(4):493-506
The author has a thorough knowledge of the educational scene in the USA. His critical analyses of the “modern” educational theories developed by J. Holt, H. Kohl, Ch. Silbermann, I. Illich and others, and of their — as yet unresearched — application to institutionalized learning and socialisation processes provide very informative insights into the on-going discussion on reform, even outside his own country. Stopsky points to four factors which have had a pronounced influence on the objectives, direction and progress of curriculum reform:
- The student movement and the stimuli it generated in the civil rights movement and the relations with the “Third World”.
- The subculture of youth, accompanying this protest movement and partly caused by its lack of success, with its typical phenomena of drug consumption and social disintegration.
- The disappointment at the failure of the propagated educational reform to establish, e.g., equality of chances and improve the quality of life, and the effects of raising the standards of performance demanded of under-privileged pupils by means of drastic restrictions on admission and entrance examinations implying social selection for higher educational courses.
- The development of “anti-curricula” in the form and content of “open” or neohumanist education. The favourable reports on experiments with these “pupil-centred” curricula in British schools created a fascinating response from teachers and pupils in the USA, but most colleges rejected the innovation as being anti-intellectual and decided in favour of a “competency based” or “performance based” curriculum.
18.
A. J. Adugbo 《International journal for the advancement of counseling》1979,2(3):213-218
Guidance and counselling services, which were introduced to Nigeria in 1959, have recently undergone rapid growth. While the approaches of the formalized guidance services have been largely Western, traditional means of approaching an individual's problems have always existed within Nigerian communities. This article identifies areas of traditional counselling that might be used alongside those of the Western system. The special areas examined were those of mural guidance, vocational counselling, marriage counselling and emotional counselling. Findings include the following:
- Every adult in the society who possesses relevant experience in any problem area is capable of playing the role of a counsellor at least for that particular problem.
- An individual who is considered in need of guidance is invited into counselling.
- The early knowledge that work is essential for every adult provides individuals with appropriate skills of choosing satisfying vocations.
- Individuals proposing marriage undergo counselling.
- Divination offers a reassuring approach to counselling situation.
19.
In June 1988, the SA Minister of Education announced the allocation of $650,000 to boost science and technology in State primary schools. Subsequent allocations have raised funding for Phase 1 and 2 of this ‘SCI-TEC Project’ to over $1m. This level of funding for science and technology in primary schools is unprecedented in Australia. During 1989 the Independent Schools Board sponsored a pilot project along similar lines and in 1990 the Disadvantaged Schools Program of the Catholic Education Office followed suit. Although different structures have been provided, an interactive approach to in-service has been the underpinning for all three projects. This paper examines what has happened in each of these projects so far, and reviews the strategies used to:
- develop interactive models of in-service education.
- involve teachers as effective change agents in their schools
- enhance the impact of focus teachers working in neighbouring schools
- record the insights of all participants in the projects
- maintain accountable procedures when using a model of in-service which rejects a ‘top-down’ approach.
20.
Louis Emmerij 《Higher Education》1972,1(4):483-495
The ILO's World Employment Programme, launched officially in 1969, constitutes the major contribution of the International Labour Organisation to the Second Development Decade in the area of employment objectives and policies. The general aim of the World Employment Programme (WEP) is to provide concrete and specific guidelines to policy-makers and planners on policies and measures which enable them to choose those development strategies which have a greater weight attached to productive employment creation, and to assist in their implementation. The following activities have recently been undertaken to give practical effect to the World Employment Programme. First, so-called comprehensive employment strategy missions have been sent to Colombia, Ceylon, Iran and Kenya (ILO, 1970, 1971, 1972a, 1972b). In the light of a definition and diagnosis of the employment problem in these countries, these missions have proposed a long-term strategy based on fundamental changes in key areas of development policy, including education and training. They have also drawn up an immediate programme of action to face the most urgent problems. Second, regional teams have been established in Latin America and Asia, and several subregional teams are in the process of being constituted in Africa. Set up with a view to making a comprehensive investigation of employment problems in the countries of the region and assisting them in formulating employment policies and programmes, they are keeping under review the progress and obstacles encountered and identifying needs for further direct assistance. Third, a major research programme has been launched. The principal elements of the WEP's research programme are the following major projects which are currently being carried out or are about to start:
- population and employment;
- technology and employment;
- income distribution and employment;
- education and employment;
- international trade and employment;
- urban employment problems; and
- feasibility of emergency employment schemes.