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1.
The challenges of bilingual education in English and Spanish in public schools of New York: Objectives, models and curricula – The first section of this article describes the conceptual differences between educational objectives, educational model (context and structures) and curriculum (units of study or sequential study guides). The second section analyses how these three concepts were put into practice in five bilingual elementary schools serving immigrant students in New York City. The educational objectives reflect the leadership and work expectations which the principal establishes within the school and with the community. The educational model is translated into a clear language allocation policy that is reached by consensus between the principal and the teachers. The curriculum adaptations reflect the context and culture of the students, but without neglecting the educational objectives. The development of academic language (the language based on academic texts) is an element that attracts vast interest in American schools, but is ignored in many bilingual ones. The development of academic language occupies a central role in the curriculum of these five schools. This is, to a great extent, the result of the limited exposure to literacy that many students have had outside of the school environment. The final section of this article describes how these schools disregard the antagonism towards immigrants and bilingual education that is currently characteristic of the United States and focus on the quality of their programmes.  相似文献   

2.
Conventional student-led evaluation is now an orthodox feature of the North American, UK and Australian higher education landscape. Increasingly, it is guiding major institutional decisions around educational quality, academic promotion and more recently institutional funding by government. Yet significant research around student-led evaluation has demonstrated that this form of student opinion-based evaluation remains highly fragile and susceptible to multiple forms of influence. This paper argues that student-led evaluation of itself is not sufficiently robust to appropriately inform notions of educational quality or pedagogical capability of academics. An alternative approach to evaluation in higher education is proposed, broadly drawing on the conception of fourth generation evaluation. The model foregrounds academic collaboration in shaping a professional evaluative framework at an activity level (i.e. programme or sub-discipline level) based on an ongoing dialogue between peers and with students, as well as qualitative evaluation of student learning. The model attempts to make tensions and conflicts in the teaching and learning context more explicit and the active focus of evaluative efforts to devise appropriate and sustainable responses to improve the quality of learning and professional practice. This paper presents some preliminary research on the effectiveness of this model in its initial piloting in postgraduate programmes in an Australian university.  相似文献   

3.
This article first presents some general information on the traditional tripartite system of education in Germany (Hauptschule, Realschule, Gymnasium). It describes the changes this system has undergone since the 1960s: because of the increased demand for schooling offering higher qualification certificates, the Hauptschule has declined in image and importance. The following passage shows both the political and social reasons that led to an experimental phase of the integrated comprehensive schools in all of the eleven states at the end of the 1960s. The integrated comprehensive school was not able to supersede the tripartite school system in the development of educational policies but only managed to be accepted as a fourth possibility. In the course of the experimental phase a wide, decentralized evaluation research programme was carried out. The most important results (horizontal mobility, equality of educational opportunity, school climate, academic achievement) are mentioned in context. The findings of the evaluation research programme do not provide any proof of the political failure of the educational reform in favour of a comprehensive system.  相似文献   

4.
“博士论文发表要求”引起的争议使其成为联结教育理论与评价实践的现实论题。其根本价值在于提升培养质量、促进知识生产创新,但在教育实务中的运行机制表现为:目标置换、学术竞争、行政管理和功能锁定。究其机理,评价路径的过度依赖、评价标准的“学术GDP主义”、评价结果的“利害攸关”强化了内卷现象。实践表明:“一刀切”地废除“博士论文发表要求”并不可取。基于“三角协调模式”提出因应之方在于三方协调推进:学术层面需要科学确定多维度评价标准,健全多层次、差别化评价体系;市场层面需加强学术评议指导,落实第三方主体职责;行政层面落实分流疏导机制,提升高层次人才培养质量。  相似文献   

5.
This paper documents the development, implementation, and evaluation of The Global Solidarity Network Study e-Broad Program (GSNSeBP), an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and three Catholic higher education institutions, enhances the traditional relationship by better connecting students and faculty to those who work on the front lines of social injustice in the developing world. At the same time it disrupts the relationship because it introduces a new form of engagement into the global education arena (e.g. classes study ebroad not abroad). Evaluation findings suggest the program resulted in educational benefits at individual (issue knowledge, compassion, feelings of advocacy etc.), course (course concepts, quality, alignment with the university mission etc.) and social levels (network effect of involving others in social justice issues and causes). A number of information and communications technology effectiveness (ICTe) influences accounted for differences in participant engagement and the perceived impact of the program lending support for the claim that success needs to be managed. The paper concludes with the question of the risk of not managing the program for effectiveness. At this stage of the digital and global education revolution in Catholic higher education, a low level of effectiveness is a relatively low level problem. However, for institutions with a global engagement agenda, being digitally deficient puts them at a disadvantage in achieving their goals relative to those who have successfully globalized academic education. Moreover, it is our belief that left unmanaged there will be a widening of the digital effectiveness divide (DED) that is, the creation of a new type of “disadvantaged” academic institution, one that lacks the capacity to use modern tools to develop culturally competent global citizens.  相似文献   

6.
With the adoption in 1982 of the “Law of the Two‐Phase Structure”, which led to the restructuring of Dutch higher education and set strict time limits for the earning of degrees, both the universities and their students were required to increase their efficiency. One result has been that the universities have had to increasingly compete among themselves vis‐à‐vis the Dutch Ministry of Education for scarce resources, but at the same time, to cooperate among themselves and to take various corrective actions voluntarily so as to avoid having them imposed from above by the Ministry. One result of this new situation is the understanding that a system of external evaluation of given universities and programmes is needed. The Association of Cooperating Dutch Universities (VSNU) is elaborating a system of external quality control. The Ministry of Education through its Inspectorate already has the means at hand to conduct assessments. The proper way for individual universities to face the prospect of external evaluation, the author argues, is for them to create their own systems of internal evaluation. Such a system, the ‘Analysis Model pertaining to the Quality of Education in Faculties’ (the AMOS model according to its Dutch acronym), was developed at the Free University of Amsterdam. The remainder of this article describes the underlying philosophy, structure, and functioning of the AMOS system  相似文献   

7.
Argumentation can be defined at different levels and serve different purposes, but its role in knowledge understanding and construction has given it a central place in education, particularly at tertiary level. The advent of computer-supported text-based conferences has created new sites where such educational dialogues can take place, but the quality of the interaction and whether it is serving its educational purpose is still uncertain. This paper reports on a framework of analysis that has been developed to illuminate the arguing process within an asynchronous electronic conferencing environment, showing how it is both similar to, and different from, argumentation in the more traditional forums of multi-party, face-to-face discussion and traditional written essays. The framework develops earlier work by the authors and is applied to two electronic conferences within the same postgraduate course, comparing overall patterns of argumentation. Findings are presented on the extent to which the technology of electronic conferencing shapes and supports students’ participation in academic literacy practices relating to argumentation, proposing, at the same time, that the teaching strategy adopted by the lecturer is also an important variable.  相似文献   

8.
Abstract

With increasing numbers and types of students, more flexible courses and technological innovation, there is a growing need to understand the student experience in detail, and to gain a clear, unbiased account of the effects of course design and delivery on their learning. At the same time, academic staff are increasingly under pressure to be active researchers, to teach more students and to quality‐assure their practice. Within this context there is a growing need for educational and staff development which is both effective in supporting academic staff and promoting innovative course design and yet efficient in the use of scarce resources. In this difficult context a great deal is asked of a professional academic development service. How best can such a service be offered? What should the basic service consist of?

In this paper we advocate an approach to academic development which we have called Consultancy Style Action Research (CSAR). We introduce the rationale and background to the development of CSARand briefly describe one case example. We go on to discuss the contribution of this approach to developing the developers.  相似文献   

9.
Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks.  相似文献   

10.
This section focuses on educational sociology and social pedagogy, two designations mirroring somewhat different perspectives on very much the same reality. The first article presents Finnish Educational sociology from the 1950s to the 1990s and is based on doctoral dissertations and other significant or typical studies in the field. The author argues that empirical research originated during the 1950s and the early 1960s. A typical theme of early research emphasized the school class as a miniature society. In initial studies on the activities and social participation of youth, society itself was already dealt with as a structural entity. In the 1970s, when the Finnish comprehensive‐education system was built, educational policy and the socialization process were the major themes. Then, in the 1980s, the march towards diversification and the development of a range of educational sociologies started. Finally, the expansion of evaluation research was realized in the context of the deep Finnish economic depression of the early 1990s. The lesson here is very sociological: the social context does matter. The second article focuses on development of theory and research related to social pedagogy in Norway, a ‘new’ Norwegian subfield within the discipline of education which was bom almost three decades ago. It is marked by some influential intellectual patterns 1970s from the new social movements of the 1960s and 1970s. In the discourse on social pedagogy in Norway the reception and utilization of inspirations from the Norwegian positivism debate, the new sociology of education and post‐positivist social theory were the main academic sources of development which motivated normative and empirical research on a number of new themes. The author argues that the subfield of social pedagogy has led to a renewed understanding of the role of normative theory within education as an academic field of knowledge, to a broad acceptance of the possibilities of qualitative research strategies, and a new emphasis on integrative research efforts; but at the same time this engagement has reduced the outcome of a unique contribution to a thorough reconstruction of educational research and scholarship.  相似文献   

11.
Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students’ learning in both contexts, and even fewer that compare that learning to the learning that results from an integration of learning in both contexts. In this study we investigate, in detail, the similarities and differences of students’ learning activities both within and between the formal educational and workplace contexts of a professional educational program in the Netherlands. To that end, we analysed 1866 learning experiences of 148 students in a dual teacher education program. Analyses revealed that although the different contexts appear to be more conducive to certain kinds of learning activities, thereby confirming prior research, all learning activities did occur in all contexts. Our findings also confirm the value of learning that combines the educational and the workplace contexts, as this learning results in integrations of theory and practice and reflections on professional identity. Implications for dual education programs include focussing on increasing the diversity of learning activities within a single context and supporting students in learning how to learn, next to what to learn, irrespective of the context in which this learning takes place.  相似文献   

12.
In this article I describe software that facilitates “question-centric curricula” in which big questions, rather than academic disciplines, are the primary means of organizing educational resources. To find these questions, the software scans course catalogs and extracts all sentences ending in a question mark. To find connections between questions and courses, I present several computational techniques. One leverages the Library of Congress system; another implements so-called semantic technology that uses huge numbers of simple internet searches to ascertain the meaning of texts. The software assembles the results and shows, in one image, how every course at an institution relates to a given question.  相似文献   

13.
选课制是学分制的核心。选课制下的教育公平是研究学生在同等教育条件下享受教育资源的公平问题,是教育公平的深层次表现。对教育公平背景下的学生选课的实践研究,将有益于推进和完善学分制改革,促进高校资源整合、师资结构优化和学生自主学习能力的提高。  相似文献   

14.
The levels of involvement of six young deaf children were observed during three educational tasks. These levels were used as indicators of quality of education. The children were bilingually educated. The possible connection between language of instruction, type of task, teaching style, and level of involvement was studied. The children's observed overall level of involvement was high. Involvement was influenced by the type of educational task, but also by the teacher and by the language of instruction: Involvement was greater during activities led by the deaf teacher, using Sign Language of the Netherlands (SLN). Measurement of involvement of young deaf children turned out to be a good way to assess quality of education, not only for research purposes but in the context of general educational practice.  相似文献   

15.
The present study deals with the effect of decentralization on organizational effectiveness in Dutch colleges for middle vocational education (or MBO in Dutch). Following recent developments in educational administration, four domains of organizational effectiveness are distinguished: adaptation; goal attainment; integration; and teachers commitment (Quinn & Rorhbaugh, 1983: Competing Values Approach). Decentralization is defined as the relative amount of influence on decision making processes at the operational level compared with strategic level. In accordance with Hanson's Interacting Spheres Model (1991) three domains of decision making are distinguished: an educational domain; an administrative domain; and a contested zone. These concepts were measured with a questionnaire which was administered to middle managers, i.e., heads of departments, course co‐ordinators, etc., within each college for vocational education in the Netherlands. From the total population, 299 middle managers (62%) of 87 schools (87%) completed the questionnaire. The data were analyzed with structural equation modeling (LISREL 8). The results show a moderate positive effect of decentralization on organizational effectiveness.  相似文献   

16.
This study seeks to investigate the importance of life course capital on the educational aspirations of 40 social work undergraduates who were predominantly visible ethnic minority, immigrant descendants or non-traditional students in the mainstream US. Applying the resource perspective in this context, minority students’ academic successes hinge on their ability to acquire valuable resources needed for academic success over their life course (e.g. economic capital such as parental financial investment, scholarship and financial aids; cultural capital such as educational aspirations and values; and social capital such as parents’ involvement and social networks). Overall, minority social work students in this study face a multifaceted array of challenges associated with family financial strain, poor quality of early education, work obligations and economic constraints. Despite the fact that the participants exhibited a remarkable range of educational resilience, the diversities in their journeys to social work were influenced by a number of life course resources and varied systematically by personal experience as well as age cohort.  相似文献   

17.
We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way.  相似文献   

18.
当代博士生培养质量评价是对当代博士生培养活动及其效果优劣程度进行综合评判,它集中体现于博士学位获得者原创性知识贡献评价、学术研究素养评价和对就业市场的适应性评价三个方面。以知识生产模式转型为背景来观照当代博士生培养质量评价,就是强调用知识生产模式转型中的知识创新思想、学术训练要求和博士生对就业市场的适应性标准来评价博士生培养质量,优化博士生培养质量评价模式与机制,使当代博士生培养质量评价的视角、内容、制度等与知识生产模式转型的要求相适应。  相似文献   

19.
In this article, we map the extent of educational inequality within Tasmania, and between Tasmania and the rest of Australia, using National Assessment Program—Literacy and Numeracy (NAPLAN) and senior secondary attainment data. This analysis yields some surprising findings, showing the success of Tasmanian primary and high schools and that Tasmanian educational inequality is most strongly expressed at the senior secondary level. We conclude that using such publicly available data to identify differential achievement within and between jurisdictions would strengthen public policy and practitioner interventions aimed at achieving more equal educational outcomes for students in all schools. Our findings also have implications for research directions in this field, suggesting that by analysis of NAPLAN and My School data across individual schools and jurisdictions academic researchers could assist practitioners gain a deeper understanding of inequalities reproduced by the systems they are working within, while finding examples of schools and systems which show a greater level of success in ameliorating disadvantage.  相似文献   

20.
In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead – in the long term – to a risk of ‘schoolification’ of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate.  相似文献   

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