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1.
Blagovest Sendov 《Prospects》1997,27(3):415-426
Conclusions Educational reform needs the synergetic efforts of UNESCO, the EU, national and local governments, policy makers, educators,
business communities, public interest groups, parents, citizens, and non-governmental organizations, such as IFIP and the
International Association for the Evaluation of Educational Achievements (IEA). It is a matter of crucial importance that
countries in transition participate in the EU’s educational and training initiatives and programmes, such as PHARE (including
TEMPUS), COPERNICUS, SOCRATES and LEONARDO, as well as in all UNESCO initiatives and projects.
Original language: English
Blagovest Sendov (Bulgaria) Former speaker of the Bulgarian Parliament and vice-speaker of the present Parliament. Graduate in mathematics from Sofia
University, and specialist in numerical analysis from Moscow University and computer science from Imperial College, London.
He has held the posts of Dean of the Mathematical Faculty and Rector of Sofia University, and president of the Bulgarian Academy
of Sciences, the International Federation for Information Processing, the International Association of Universities, and vice-president
of the International Council of Scientific Unions. From 1979 to 1990 leader of the Bulgarian research group on new curricula
integrating school subjects with computers and information technology.
This is a slightly edited version of a paper presented at UNESCO’s second International Congress on Education and Informatics:
Educational Policies and New Technologies, Moscow, 1–5 July 1996. 相似文献
2.
Torsten Husén 《Prospects》1989,19(3):349-360
President of the International Academy of Education. Former Director of the Institute of Educational Research (1971–82), Chairman of the Governing Board of the International Institute for Educational Planning (1970–80) and Chairman of the International Association for the Evaluation of Educational Achievement (1962–78). He is the author of some fifty books and hundreds of articles. 相似文献
3.
Barry McGaw 《Prospects》1998,28(1):117-134
Conclusion There are volumes of data and much other information potentially available for school systems and schools for evaluating performance
and modifying policy and practice. There is always a risk of injudicious data gathering that creates more information than
can sensibly be used. We often known more than we understand. Careful selection of the data to be used and appropriate analysis
and interpretation can turn information into understanding and perhaps, finally, wisdom.
Original language: English
Barry McGaw (Australia) Ph.D. from the University of Illinois. Since 1986, Director of the Australian Council for Educational Research. Originally
trained as a secondary science teacher. After completing a post-graduate B.Ed. Honours degree, he joined the Research and
Curriculum Branch of the Queensland Department of Education. Following a period of further study in the United States, he
became Head of that Branch. In 1976, he was appointed Professor of Education at the Murdoch University in Western Australia.
Research interests are in measurement, learning and research policy. He has been engaged in a number of projects for UNESCO
and the OECD
Presentation at the joint UNESCO: International Bureau of Education and Brazilian Ministry of Education and Sport,International Seminar on Educational Evaluation, Rio de Janiero, Brazil, 30 November–3 December 1997. 相似文献
4.
中国城镇居民教育与收入代际流动的关系研究 总被引：1，自引：0，他引：1
This study examines the relationship between education and intergenerational income mobility in urban China based on the data
of Chinese Urban Household Education and Employment Survey (CHUHEES)—2004” by Institute of Economics of Education of Peking University. It analyzes the characteristics of the intergenerational income
mobility of Chinese urban household through such indices as intergenerational income inheritance and mobility, and intergenerational
income elasticity, exploring the role of education to promote intergenerational income mobility through pathanalysis and binary
logistic regression. It also analyzes the changing tendency along with the progress of the market reform in China and tries
to provide theoretical explanations for the empirical results. According to the findings, there is rather obvious intergenerational
income transmission in urban China, and most children still resort in the same income group with their fathers. As a kind
of important mechanism of intergenerational mobility, education is instrumental to promote children of disadvantage group
to upgrade of their economic status, showing its strong functions to promote intergenerational upward mobility. With the improvement
of the level of marketization together with appropriate social policy, the role of education to promote the intergenerational
income mobility and social equity is getting stronger.
__________
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2007, (5): 3–14 相似文献
5.
Xiaoli Du 《Frontiers of Education in China》2007,2(2):273-285
With the content analysis method, this paper uses statistic evidence and analysis of the discourses in Harvard Educational Review (HER) from 1931 to 2000 to discuss the transformation of educational research, which has turned from “teaching object” to
“teaching subject”. What is more, education research is not only aimed at pursuing the efficiency of teaching, but also showing
more concern for the individuals in the process of teaching.
Translated from Jiaoyu Fazhan Yanjiu 教育发展研究 (Exploring Education Development), 2005, (12): 53–56 相似文献
6.
Kerry J. Kennedy 《Asia Pacific Education Review》2000,1(1):23-29.
In a democratic society, citizens will be confronted with decision-making options that require them to be discerning about
the changes that are proposed, to evaluate alternative courses of action, to develop strategies that will advance their cause
and to take appropriate action. These processes are the basis for developing civic capacity. This paper explores drivers of
civic capacity, including civic virtues and civic values, in order to see how civic capacity can best be developed in the
nations of the Asia-Pacific region. Of particular interest is whether ”Asian values” are necessarily at odds with the underlying
values of liberal democracy. Civic capacity is needed at a time of great change throughout the region, because change, and
possibly even turbulence, will in all likelihood characterize the region in the future. Our future will depend on creating
a civic capacity that will enable active and informed citizens to exercise agency over their social, political and economic
lives.
Editor’s note Address presented at the First International Conference of the Institute for Asian-Pacific Educational Development,Reflections and Explorations for Educational Development in the 21st Century: The Search for Asian Identities and Perspectives,Seoul National University, 9–10 November 2000. 相似文献
7.
Sylvain Lourié 《Prospects》1989,19(2):257-267
Entered Unesco in 1965 and held among others the following posts: Co-operative Programme World Bank; Director Educational Policy and Planning; Unesco Special Educational Adviser to six governments in Central America; Adviser attached to the Assistant Director-General for Education responsible for studies on educational futures and coordination of Unesco's Major Project on Education in Latin America and the Caribbean; Director, International Institute for Educational Planning. Since 1988, he has been Assistant Director-General for Planning, Budgeting and Evaluation, Unesco. Author of numerous articles in professional journals on economics of education and educational policy and of a book: Educational Development: Strategies and Decision-making in Central America. 相似文献
8.
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
9.
Philip H. Coombs 《Prospects》1973,3(3):287-306
In the following pages we are reproducing, with the kind permission of the International Council for Educational Development (ICED) and of Unicef large extracts from a report entitled Nonformal Education for Rural Development: Strengthening Learning Opportunities for Children and Youth' (February 1973).The ICED is a non-profit research organization concerned with improving education's contribution to economic and social development in all the regions of the world.In carrying out this study, at the request of Unicef, Philip H. Coombs was assisted principally by Roy C. Prosser, Deputy Director of the Study; Manzoor Ahmed, Assistant to the Director; Roshan R. Billimoria, Research Assistant, and Sven Grabe, Special Consultant.The main part of the text printed here is drawn from Chapters II and VI of the report.
Formerly Director of the International Institute for Educational Planning (Unesco). Currently Vice Chairman of ICED Among his many publications is The World Education Crisis: A Systems Analysis (1968). 相似文献
10.
Michel Debeauvais 《Prospects》1989,19(3):381-388
Co-founder and Honorary President of the Francophone Association for Comparative Education. Former Director of the International Institute for Educational Planning and former President of the World Council of Comparative Education Associations. Author of numerous books and articles. 相似文献
11.
J. Patrick Biddix Patricia A. Somers Joseph L. Polman 《Innovative Higher Education》2009,34(3):133-147
Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest.
The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development,
and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s
journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of
activism.
J. Patrick Biddix received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University
of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department
of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student
uses of technology outside the classroom, career pathways in student affairs, and research methodology.
Patricia A. Somers received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans.
She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests
include college access, student persistence, student development theory, and two-year colleges.
Joseph L. Polman received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational
Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests
include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective. 相似文献
12.
Chadly Fitouri 《Prospects》1972,2(2):206-213
We are certainly the sum of our encounters with other people, of all sorts of hazards, of our sorrows and our triumphs, but we are also to a vast, an immeasurable degree, the product of the books we have read, those books which have become part of our very substance.—Albert Beguin,Esprit, April 1960. pupils.Chadly Fitouri, agréré, head of the Division of Documentation and Studies at the International Bureau of Education. Former director of the Institute of Educational Sciences in Tunis 相似文献
13.
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
14.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
| T. PlompEmail: |
15.
The Touchstones series of poetry anthologies was first published in the UK between 1968 and 1972 in five volumes. Over a million copies and
three revisions later, Touchstones Now 11–14 appeared in the summer of 2008. Few, if any, books for the classroom can claim such longevity. In this article, the compilers
of the anthologies, Michael and Peter Benton, look back over the 40 years of the series’ life. They reflect upon the principles
which have guided their choices; and the social and political pressures, often exerted by governments, which they have confronted
in their attempt to help school students become enthusiastic, committed and discriminating readers of poetry.
Bionote: Michael and Peter Benton taught in various secondary schools in the UK for 10 years before becoming University Lecturers
in Education. Separately, they have published many articles and academic books on the teaching of English and, together, they
have collaborated on a variety of anthologies for the classroom in addition to the “Touchstones” series, notably their books
on poetry and painting, “Double Vision”, “Painting with Words” and “Picture Poems”. Michael Benton is Emeritus Professor of
Education, University of Southampton; Peter Benton is Emeritus Fellow, St Cross College, & formerly Lecturer in Education,
Department of Educational Studies, University of Oxford. 相似文献
16.
This article is a response to ‘Mapping educational research and its impact on Australian schools’, Chapter 2 of The Impact
of Educational Research, in which researchers Allyson Holbrook, John Ainley, Sid Bourke, John Owen, Philip McKenzie, Sebastian
Mission and Trevor Johnson report on their Commonwealth Education Department commissioned study. They mined the Australian
Education Index and the Bibliography of Education Theses in Australia for patterns in education research in Australia over
the years 1984–1997 and compared the results with additional data obtained from university education faculties, postgraduate
students of education, school principals, system-level administrators and professional associations. 相似文献
17.
Kent Noel 《Educational technology research and development : ETR & D》1991,39(4):91-108
The Mission of Botswana's Junior Secondary Education Improvement Project is to expand the country's junior secondary education
program, which is roughly equivalent to the junior high school level in the United States. An instructional systems design
(ISD) model was used in the design of the project. As such, the project has provided an opportunity to study the practical
use and implementation of an ISD approach to a sector-wide education intervention within the setting of a developing country.
In this article, issues pertaining to sectorwide planning strategies of educational development are explored. Particularly
stressed is the importance of conducting a contextual review at the outset of a large-scale educational project.
Note: In 1984, USAID began a ten-year project called “Improving the Efficiency of Educational Systems” (IEES) that has provided
technical assistance to a number of countries around the world through a consortium of institutions including Florida State
University, the State University of New York at Albany, and the Institute for International Research. The Junior Secondary
Education Improvement Project (JSEIP) in Botswana has been one of the IEES projects. 相似文献
18.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
19.
Agostinho Reis Monteiro 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,9(3):193-210
INTERNATIONAL EDUCATION LAW: A NEW DISCIPLINE? – Education is one of the most highly regarded “human rights” and one which
has been developed most extensively within the International Human Rights Law, so that its normative corpus already forms
a very International Education Law. The right to education means a new right to a new education that, in the Rule of Law,
may be qualified as Rightful Education. Such an expression is an operating concept for a human rights-based approach to education;
that is, for an education no longer envisaged as a right of man over man. It amounts to a new paradigm. It is therefore high
time to systematize the International Education Law in order to promote its study and the introduction of a legal dimension
into pedagogic culture. 相似文献
20.
丁钢 《Frontiers of Education in China》2009,4(1):1-9
Education must go beyond the borders of the disciplines and educators must make individual learning development a top priority
for education if they wish to fulfill their mission in theory and practice, and in order to promote the social development
by cultivating and developing the different individual learning. While individual development is a public issue, not a personal
affair, it is also a social issue. Thus, educational research bases itself on each type of development, as well as to its
existence in the mosaic of social and cultural understanding of the situation. Consequently, theoretical concept and empirical
study combine an intrinsic pedagogical paradigm mechanism. Furthermore as a theoretical approach to methodology, awareness
of the value of education and method-related activities, pedagogy becomes a special way of seizing the world.
__________
Translated by WANG Ying from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 3–6 相似文献