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1.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’ primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion and the degree to which they should involve the creation of specific ethical norms.
Brian L. HeuserEmail:
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2.
Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and applications for mathematics teaching and learning are presented.
John O’DonoghueEmail:
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3.
This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political, economic, and cognitive dynamics—the bricolage. Kincheloe’s ideas provide for a compelling understanding of, and insights into, the forces that shape the intricacies of teaching and learning science and science education. They have implications in improving science education policies, in developing actions that challenge and cultivate the intellect while operating in ways that are more understanding of difference and are socially just.
Gillian U. BayneEmail:
Gillian U. Bayne   is an assistant professor of science education at Lehman College, City University of New York. Having also completed a master’s degree in secondary science education at New York University, she has taught science both in New York City’s public school system and in independent schools for over 10 years. Gillian’s research interests are focused on the utilization of cogenerative dialogues with high school and college students, their teachers and other stakeholders to improve science teaching and learning.  相似文献   

4.
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness). Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light of interlingual influence on bilingual children’s phonological awareness.
Young-Suk KimEmail:
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5.
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes. These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina AcedoEmail:
Clementina Acedo   (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries.  相似文献   

6.
This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why, the combination of gender, household income and location of school—urban, semi-urban, rural—affect access to education in Mongolia.
Amgaabazar GerelmaaEmail:
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7.
About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming the elite education system inherited from its colonial past into a mass education program. The task became a race against a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the strategies implemented to achieve greater equity and quality in the provision of basic education.
Rangachar GovindaEmail:
Rangachar Govinda (India)   Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi.  相似文献   

8.
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including” must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of society as offering potential “learning environments”.
Inés AguerrondoEmail:
Inés Aguerrondo   (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires.  相似文献   

9.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration. One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment, to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect to their life in their community. The good practice described below has been introduced in a community school, where it has successfully brought together the LC and NC to become an individual and collective asset for the community in which it has been implemented. It is a successful example worth studying in detail.
Albertina Moreno ChachuaioEmail:
Adelaide Dhorsan (Mozambique)   is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique)   is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education.  相似文献   

10.
The Aid for the Development of the People by the People (ADPP), a non-governmental organization (NGO), in collaboration with Angola’s Ministry of Education, has set up a network of secondary schools to train teachers to work in primary schools in the rural areas of Angola. These schools, called Training Colleges for the Teachers of the Future (CTFs), are involved in training a new type of teacher. This article discusses this educational practice, the main aim of which is to train primary teachers to work in the rural areas where too few trained teachers are willing to be posted. The authors describe the measures taken to better meet the needs of the rural areas in terms of teachers who have been properly trained and are motivated to work in such an environment, and then go on to analyse the reasons underlying the success of the CTF programme, specifically the fundamental differences from the state-run teacher training colleges, the way this new practice forms part of the overall reform of the education system and its role in the Education for All (EFA) initiative, and the fight against poverty.
André Jacinto DiasalaEmail:
Pedro Nsiangengo (Angola)   Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola)   Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools.  相似文献   

11.
Large-scale assessments of student achievement provide a window into the broadly defined concepts of literacy and generate information about levels and types of student achievement in relation to some of the correlates of learning, such as student background, attitudes, and perceptions, and perhaps school and home characteristics. This paper provides an overview and outlines potential research opportunities of one such assessment—the Programme for International Student Assessment (PISA). In order to provide examples of the work that can be accomplished with these data, we describe and discuss the results generated from PISA 2000 and PISA 2003 in terms of international comparisons of achievement and the models of relational patterns of student, home, and school characteristics. We provide insight from the recent pilot testing conducted in Taiwan for PISA 2006, which has a focus on scientific literacy. This is followed by a discussion of the implications and potentials of the 2000 and 2003 datasets to facilitate research on scientific and mathematical literacy. The paper concludes with a look ahead to PISA 2006 and what researchers should be attending to in the research reports generated from the OECD and the research interests that they could follow given access to the datasets generated.
John O. AndersonEmail:
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12.
The ongoing globalization leads to an increasing scattering of cultural groups into other cultural groups where they the latter continue to be affiliated with one another thereby forming diasporic identities. Diasporic identities emerge from a process of cultural bricolage that leads to cultural métissage and therefore hybridity and heterogeneity. To escape the hegemonies that arise from the ontology of the same—which, as I show, undergirds much of educational thought—I ground the notion of diaspora in the ontology of difference. Difference and heterogeneity are the norm, not something less than sameness and purity. This ontology allows framing bricolage, métissage, hybridity, and heterogeneity as positive concepts for theorizing the experiences of learning science and identity not only as a consequence of cross-national migrations—Mexicans in the US, Asians and Europeans in Canada, Africans in Europe—but also the experience of native speakers who, in science classrooms, find themselves (temporarily) at home away from home. My exemplary analyses show how the very fact of cultural and linguistic differences within themselves gives rise to the possibility of symbolic violence in science classrooms even to those whose ethos is or is closest to the one at the heart of science.
Wolff-Michael RothEmail:
Wolff-Michael Roth   is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005).  相似文献   

13.
This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making processes have strong effects on the implementation of quality management. Characteristics particular to higher education institutions were much less influential.
Don F. Westerheijden (Corresponding author)Email:
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14.
Much has been written about sustainable large-scale change but there are few examples of it. Over the last 4 years, the province of Ontario, Canada, has been engaged in just that work of moving from a system that was in constant conflict to one that generates both good results and positive energy. This paper describes the origin, main elements and results to date of the Ontario education strategy as an example of large-scale change in education that is respectful of educators, fair to students and communities, and based on the best available knowledge.
Ben LevinEmail:
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15.
Multicultural education, pragmatism, and the goals of science teaching   总被引：1，自引：1，他引：0  
In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving’s epistemological pluralism, pragmatist philosophies, Southerland’s defense of instructional multicultural science education, and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing with cultural differences, according to which social argumentative processes—including those in science education—should be marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding of the scientific discourse in particular. We argue for “inclusion” of students’ culturally grounded ideas in science education, but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of “science” so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always take in due account the diversity of students’ worldviews, giving them room in argumentative processes in science classrooms, but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about how learning is to take place in culturally sensitive science education, and about communicative approaches that might be more productive in science classrooms organized as we propose here. We employ the conceptual profile model to address both issues. We expect this paper can contribute to the elaboration of an instructional multicultural science education approach that eliminates the forced choice between the goals of promoting students’ understanding of scientific ideas and of empowering students through education.
Eduardo Fleury MortimerEmail:
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16.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs (Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore, through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral education.
Ann E. AustinEmail:
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17.
This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education.
Wendy KickenEmail:
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18.
A report from the National Endowment for the Arts, among much other such research, reveals that literacy is in serious decline in America. Ramifications of this decline extend beyond English and language departments to affect all other disciplines, ultimately raising the question of how a democracy can function when its citizens abandon the written word. There are ways, David Rothman says, for academics to counteract this trend, venturing outside the walls to foster the literacy of younger children. Those who take on such challenges may find that departmental politics recede somewhat, and they may rediscover faith in the possibilities of education-and even in themselves.
David J. RothmanEmail:
David J. Rothman   has taught for years in both higher education and K-12. He is currently at Western State College in Crested Butte, CO, where he conducts courses in Composition and Basic Writing. His second book of poems The Elephant’s Chiropractor, was runner-up for the 1999 Colorado Book Award.  相似文献   

19.
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
Peter WoodEmail:
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20.
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean. However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may explain these results.
Young-Suk KimEmail:
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