共查询到20条相似文献，搜索用时 31 毫秒
1.
What was accomplished and what was learned from United States Agency for International Development’s (USAID) investment of over $733 million aimed at strengthening basic education systems in the developing world? These questions were addressed through an analysis of 286 documents drawn from 33 projects sponsored by the USAID between 1990 and 2005. Findings indicated that USAID projects during this time made important contributions to improving student access, retention, and learning. However, more attention was given to tracking the extent that clients were satisfied and system-level inputs were delivered than in assessing projects accomplishments against stated goals. Some projects were over-promised at the design stage and results were overstated in subsequent evaluations. Based on data from USAID and similar World Bank projects, the authors suggest levels of improvement in student achievement and retention that might serve as reasonable benchmarks in planning future basic education projects. 相似文献
2.
Free De Backer Koen Lombaerts Tom De Mette Tine Buffel Willem Elias 《The International Journal of Art & Design Education》2012,31(1):53-66
Despite a more prominent role of arts education in the school curriculum, artistic creativity does not occur to a great extent in primary school practice. More opportunities for teachers to strengthen their know‐how in the field of artistic creativity can therefore be considered important. Arts education projects focus on pupils' development of creativity by means of introducing artists with their divergent working methods into primary schools. Beside fostering pupils' creative openness and skills, arts education organisations aim to transfer artistic enthusiasm to teachers in each project. Collaboration with artists can encourage teachers' artistic creative work. New working methods, techniques or ways of experimenting are more likely to be adopted in daily teaching practice when the project duration consists of several years. However, most projects are short‐lived and the means for a long‐term project policy are limited. Consequently, results in the area of sustainable outcomes concerning artistic creative work with teachers are limited. To create a long‐term view, the availability of financial resources is an important condition in order to realise a mentality change towards artistic creativity in education. Finally, continuing debate with several participants about making artistic creative work sustainable remains necessary. 相似文献
3.
The paradox in international cooperation: Institutionally embedded universities in a global environment 总被引：1，自引：0，他引：1
As a response to processes of globalisation and regional integration, internationalisation activities in universities have
changed. Flows have become more massive, the range of activities has broadened, and internationalisation has shifted from
a marginal activity to a central institutional issue with strategic importance (van der Wende 2001, European Journal of Education 36(4), 431–441). These shifts can also be observed in international cooperation among universities. One of the manifestations
of this shift is the increase and change of inter-organisational arrangements in higher education. One type of such arrangements
– higher education consortia – are analysed in detail in the study. This analysis takes inter-organisational diversity as
a starting point (Parkhe 1991, Journal of International Business Studies 22(4), 579–601). The basic thesis is that partners need to be similar, yet different, or in other words, there needs to be
sufficient complementarity as well as sufficient compatibility among the participating universities. The article also explores
the ways in which the management of consortia can improve the levels of complementarity and compatibility and thus the success
of such consortia.
Eric Beerkens is a postdoctoral research fellow at the School of Policy & Practice, Faculty of Education and Social Work at
the University of Sydney. In 2004 he completed his PhD at CHEPS on the study reported in this article. Marijk van der Wende
is professor at CHEPS. 相似文献
4.
Kim Bryceson 《Learning Environments Research》2007,10(3):189-206
Organisations that provide education are businesses and, as such, are not immune from the impact that the Internet has had
in recent years, both on the way organisations conduct their business and as a business supporting technology. Indeed, the use of the Internet as a facilitating mechanism for educational course delivery
has been growing steadily over the last 5–8 years and, although there are some significant issues that have arisen in that
time in relation to the quality of learning that can be achieved, there is no doubt that it will continue to be developed
as an educational tool. The real issue for educators is, therefore, not whether the Internet will be used in course delivery, or if it is a useful tool, but rather how can a teacher make best use of it to enhance learning? This article documents a study that has analysed five years of student
reflections on the scaffolding mechanisms used to promote and encourage learning in five Internet-based courses at the University
of Queensland run between 2001 and 2005. The courses involved include three Internet-delivered Masters coursework courses
and two Internet-delivered undergraduate courses in three different discipline areas. The outcomes of the study are: (1) a
Report Card documenting student evaluations of the scaffolding mechanisms used; (2) a What, Why, How, Where framework of scaffolding
mechanisms that are best suited to enabling deep learning through the online environment, and (3) a proposed new model of
knowledge acquisition in online learning environments entitled ESCIE, which is based on Nonaka’s SECI and Ba models of knowledge
creation. 相似文献
5.
The paper analyses the case of an innovative project on the transition between university and work. The project examined sustains
two social dimensions of learning: education as a shared social institution in which university studies and work can be productively
interconnected and alternated in order to enhance learning, and learning as identity projects and significant participation
in situated activities. Working actively at the boundaries of communities provides relevant learning ‘loci’ for both students
participating in the project and the communities involved (university and firms). Implications for the design of complex activity
systems which take account of the learning value of work are discussed. 相似文献
6.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
7.
Academisation of nursing education in the Nordic Countries 总被引：1，自引：0，他引：1
Anne Laiho 《Higher Education》2010,60(6):641-656
Nursing Science represents a new academic discipline in the Nordic Countries. The article focuses on the academisation of
nursing education and the development of nursing to a specific discipline in Denmark, Finland, Norway and Sweden. The education
of nurses has developed within the national framework of each country, but not within a national vacuum. The theoretical framework
is based on the sociology of the profession and methodological solutions lean on comparative and content analysis of text
documents. This article argues that successful professional projects are not always primarily results of professional groups’
struggles. In the case of Nordic nurses the realisation of their academisation project in the 1970s and 1980s has been due
to efforts of individual nurses and their associations as well as the guidance of international organisations. However, in
the final analysis reforms in the higher education system have made possible the implementation of the academisation project. 相似文献
8.
This paper reports on the initial outcomes from the end of the fourth year of a 5 year research and professional development
project to improve chemistry teaching among three cohorts of chemistry teachers in Manitoba, Canada. The project responds
to a new curriculum introduction advocating a tetrahedral orientation (Mahaffy, Journal of Chemical Education 83(1), 49–55,
2006) to the teaching of chemistry. The project in its entirety is based upon several theoretical models in fostering chemistry
teacher development (in particular Bronfenbrenner’s bio-ecological model). These models are described, as is the progress
made by teachers based upon the use of a Chemistry Teacher Inventory and associated teacher responses. Overall, statistical
analysis of perceptions of their own teaching and comments made by teachers suggests they are showing limited development
towards a tetrahedral orientation, albeit in a manner consistent with the curriculum. Ongoing research-based activities in
this project are also described. 相似文献
9.
中国、韩国与日本高等教育重点建设政策比较 总被引：1，自引：0，他引：1
姜尔林 《Frontiers of Education in China》2008,3(2):225-235
In the era of globalization, China, Korea and Japan have put forward favorable policies to develop higher education. The essay
is aimed to make a comparison of their various policies. The conclusion is that, when facing similar forces and problems against
the background of globalization, the guidelines and goals of the key construction projects in higher education demonstrate
convergence, meanwhile, due to different development status and governing patterns in higher education, the policy contents
and implementation procedures tend to be divergent.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究(Tsinghua Journal of Education), 2007, (3): 106–110 相似文献
10.
Tiedao Zhang Zhao Minxia 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,36(1):261-286
Lack of access to basic education leads to diminished individual and national capabilities, therewith furthering cycles of
poverty. An equitable education system meeting basic learning needs represents not only a human right, but also a means for
reducing poverty, promoting productivity, and sustaining development. The Government of China – the most populous developing
nation, the majority of whose citizens live in rural areas – has been committed to universalizing nine-year compulsory education
among school-aged children and eliminating illiteracy among youths and adults aged 15–45. This study examines lessons learned
from China’s efforts in these areas. It also reports on current challenges and trends in a new national initiative for achieving
high-quality universal basic education by the year 2007. 相似文献
11.
Documents listed may be read at any library holding an ERIC microfiche collection. Copies may be ordered from the ERIC Document
Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852 (telephone 1-800-443-ERIC or 703-440-1400).
Add microfiche postage charges of $.29 for 1–7 fiche (one fiche equals approximately 100 pages). All orders for paper copy
are shipped via United Parcel Service unless otherwise instructed. Maximum UPS charges are $.29 for 1–7 fiche (one fiche equals approximately 100 pages). All orders for paper copy
are shipped via United Parcel Service unless otherwise instructed. Maximum UPS charges are 3.16 for 1–75 pages, $3.72 for
76–150 pages, $3.72 for
76–150 pages, 4.13 for 151–225 pages, $4.45 for 226–300 pages, and $4.45 for 226–300 pages, and 4.66 for 301–375 pages. Expedited delivery is available;
call EDRS for details. Expedited delivery is available; call EDRS for details. Payment including shipping must be included
with each order.All documents ordered from the EDRS must be identified by ED number. 相似文献
12.
Most investigations into the effects of funding changes on higher education systems have been carried out in developed economies.
This article focuses on the Thai higher education system, applying theoretical arguments and empirical analyses to the case
of a newly industrialising country. One goal of the Thai higher education funding reform is to cut public spending and to
stimulate university–industry cooperation as a means to obtain additional university income. This article presents empirical
data based on an investigation into the cooperation activities of five Thai universities. The results show that both individuals
and organisations react to changes in university funding: university–industry relations are becoming more frequent and are
promoted by university administrations. The financial benefits for the universities as well as the technological benefits
for the cooperating companies are, however, both very limited. 相似文献
13.
Rose M. Marra Fran Arbaugh John Lannin Sandra Abell Mark Ehlert Rena Smith Dominike Merle-Johnson Meredith Park Rogers 《International Journal of Science and Mathematics Education》2011,9(4):793-816
Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success
is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations.
A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In
this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship
between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results
provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing
participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation
characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content
and pedagogy are addressed in equal parts. 相似文献
14.
Abstract This article reports on the first two phases of a multiphase science education development project in predominantly Māori
kura (school communities) in the central region of the North Island of Aotearoa New Zealand. The development project in its
entirety employs an action research methodology and by so doing endeavors to support the improvement of science education
delivery in accordance with school community aspirations. The full project (a) establishes the current situation in Year 1–8
science education in the communities; (b) identifies developmental aspirations for stakeholders within the communities and
identifies potential contributors and constraints to these aspirations; (c) implements mechanisms for achieving identified
aspirations; and finally; (d) evaluates the effectiveness of such mechanisms. In its focus on the first two phases, this article
incorporates the analytical lenses of Kaupapa Māori Theory and Bronfenbrenner’s bio-ecological model. It concludes by outlining
some priorities to consider for science education development based on the outcomes of our preliminary discussions.
相似文献
| Brian LewthwaiteEmail: |
15.
Men accessing education: Masculinities, class and choice 总被引：1，自引：0，他引：1
This paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18–54) participating
in pre-university access and foundation programs in four London further and higher education colleges. Men’s educational choices
and decisions are analysed and discussed within current policy debates about widening participation and lifelong learning.
These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications.
For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional
forces. For middle class ethnic minority students these factors are only partially alleviated. 相似文献
16.
It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking
and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561–580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education
texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within
science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation
penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets
to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy
initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation’s pedagogies
of choice. 相似文献
17.
In this paper, we discuss methodological issues that emerged as we worked through a small empirical research project, ‘Engaging Aboriginal students in education through community empowerment’. Recent national policy statements (see, for example, MCEETYA 2000, NBEET 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self-determination and improve educational outcomes. In keeping with these recommendations, our project aimed to challenge assimilationist frameworks and sought to ‘empower’ members of the local Aboriginal community through participation in the project. 相似文献
18.
The ethnography presented by van Eijck and Roth focuses on the activities of people involved in a government funded internship
program in conservation and restoration, which was offered by a ‘multidisciplinary research center’ through a local First
Nation adult education center. The internship was designed, in partnership with a local non-profit conservation society (OceanHealth),
to appeal to First Nation men and women considering career change, returning to school, or re-entering the work place. The
primary aim of the internship was to ‘provide authentic science for diverse student populations (and their teachers), with
particular attention to the needs of students from First Nations, to become scientifically literate to the extent that it
prepares them for participating in public debates, community decision-making, and personal living consistent with long-term
environmentally sustainable forms of life’. The authors report that at least one of the two interns was not interested in
science and a WSáNEC elder expressed dissatisfaction with the efforts to establish the nature park and its current approved
uses. Van Eijck and Roth argue that the divergence between the project aims and the goals of the participants are a result
of how ‘place’ is viewed in place-based education and that disagreements like these can be resolved if place is theorized
as chronotope. There are many interesting ideas raised and directions taken in the article by van Eijck and Roth. After several
discussions during the review process, we decided to focus our forum response on the meaning of ‘place’ in place-based education,
the utility of theorizing place as a chronotope, the implications for teaching–learning (‘education’), and musings on what
remains unclear. 相似文献
19.
Celia Whitchurch 《Higher Education》2012,64(1):99-117
This paper draws on qualitative data gathered from two studies funded by the UK Leadership Foundation for Higher Education
to examine the expansion of academic identities in higher education. It builds on Whitchurch’s earlier work, which focused
primarily on professional staff, to suggest that the emergence of broadly based projects such as widening participation, learning
support and community partnership is also impacting on academic identities. Thus, academic as well as professional staff are
increasingly likely to work in multi-professional teams across a variety of constituencies, as well as with external partners,
and the binary distinction between ‘academic’ and ‘non-academic’ roles and activities is no longer clear-cut. Moreover, there
is evidence from the studies of an intentionality about deviations from mainstream academic career routes among respondents
who could have gone either way. Consideration is therefore given to factors that influence individuals to work in more project-oriented
areas, as well as to variables that affect ways in which these roles and identities develop. Finally, three models of academically
oriented project activity are identified, and the implications of an expansion of academic identities are reviewed. 相似文献
20.
Shirley Alexander 《高等教育研究与发展》1999,18(2):173-183
This article describes the results of a two‐year national study to evaluate the contribution of information technology projects to student learning in higher education in Australia. The study reviewed the outcomes of 104 teaching development grants that made significant use of a range of communication and information technologies in projects which had received a total of 4 million dollars in funding. In approximately 90% of cases, the project leaders reported having had the intention of improving student learning outcomes, but only one third were able to report this as the actual outcome. A review of the evaluation methods used by project leaders revealed a strong focus on student reactions to projects, rather than on methods that would have uncovered student learning outcomes. 相似文献