首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 625 毫秒
1.

One area of great change and continuing development in the UK is the mentoring role of the Higher Education Institution (HEI) tutor during trainees' school-based professional placements. It might be suggested that with schools assuming ever greater responsibilities for trainees the role of the HEI tutor in school is diminishing and may even become extinct. This paper suggests that whilst tutors' roles are clearly changing, tutors have a crucial role to play in minimising the limitations and maximising the undoubted benefits of professional placements. A wide range of issues relating to trainees' placement schools, HEIs, the development of school-based mentors and trainee teachers, and the role of the HEI tutor are evaluated with suggestions for improving future practice.  相似文献   

2.
ABSTRACT

Although academic staff have a key role to play in innovation at higher education institutions (hEIs), current innovation adoption among academic staff is disappointing. Most curricula at hEIs are stalled in the traditional pedagogical model of knowledge transmission for teaching and learning with little exploration of technologies for innovative/inventive outputs. This article explores the essential issues of innovation/invention in higher education and provides criteria for empowering innovation. Starting from reflections and perspectives on innovation at South African hEIs and the theories on innovative problem solving, the article provides arguments on multiple issues of innovation/invention that culminate in crucial criteria for innovation. The real dilemma for innovation is caused by external and macro-level factors that require the analysis of existing business models. The management of HEIs have to take into account the underlying barriers, such as knowledge of patenting and academic valorisation, when they create policies that encourage academic staff to explore innovative endeavours.  相似文献   

3.
This paper will examine the Times Higher Education's (THE) World University Rankings as a corporate media product. A number of empirical studies have critiqued the methodology of the THE, yet individuals, Higher Education Institutions (HEIs) and governments continue to use them for decision-making. This paper analyses the influence of rankings through the concepts of mediatization and visualisation. To this end, this paper will examine how media defines excellence in HEIs through rankings, and how HEIs use rankings to define themselves within a competitive educational marketplace.  相似文献   

4.
我国民办高等学校区域分布、时间变化及其影响因素分析   总被引：2，自引：0，他引：2  
民办高等学校数是衡量我国民办高等教育发展状况的一个重要指标。以往的研究证明,经济发展和公立高等教育发展是影响民办高等教育发展的两个重要因素。本文建立了以民办高等学校数为因变量,以GDP和公立普通高等学校数为自变量的回归模型,并利用我国31个省、自治区和直辖市2002年、2005年和2006年的有关数据,对回归模型进行了统计分析,结果表明民办普通高等学校区域分布及其时间变化受GDP及其变化的显著影响;独立学院区域分布受公立普通高等学校数的显著影响;民办高等学校区域分布及其时间变化同时受GDP和公立普通高等学校数及其变化的显著影响。以市为单位进行的分析发现,以省为单位的分析结果会低估公立普通高等学校对于民办普通高等学校的积极影响。  相似文献   

5.
《师资教育杂志》2012,38(3):235-248

This paper argues that the development and growth in numbers of Specialist Schools in England raises a number of key questions about the relationships between higher education institutions (HEIs) involved in initial teacher training (ITT) and continuing professional development (CPD) work, and schools now designated as Specialist Schools. It focuses attention on Specialist Sports Colleges to illustrate the complex, dynamic and contested policy context in which new partnerships are arising. Recent policy statements from government and agencies associated with the development of Specialist Schools in England are identified as according Specialist Schools a clearly privileged position as compared to HEIs in plans for the further reform of education, training and sport provision in England. Discussion emphasises the need for renewed debate about conceptualisations of partnership and for more research that focuses on emerging HEI - Specialist School partnerships.  相似文献   

6.
Traditionally, European doctoral education has principally taken place within the binary relationship of professors and their doctoral students according to the apprenticeship model. However, in the last one to two decades, this model has been questioned. Governments and higher education institutions (HEIs) reform doctoral education by establishing and running structured doctoral programmes or Doctoral Schools. Inspired by American Graduate Schools, various forms of Doctoral Schools have been increasingly emerging in many European HEIs. This article identifies, characterises and critically assesses the principal changes in doctoral education practices introduced through Doctoral Schools on the basis of eight case studies carried out in Swiss and Norwegian HEIs. The empirical analysis results in the identification of six types of changes which concern doctoral students’ recruitment, curricular component, supervision, scientific exchange, tracking and their career. These changes lead to four kind of trends – which vary according to the case study – consisting of a structuring, standardisation and opening of doctoral education, whereas its academic character is maintained. If greater competitiveness, better scientific quality and higher graduating rates may be achieved, problems in terms of ‘brain drain’, workload, supervision, innovation and careers may even be reinforced or at least not completely solved.  相似文献   

7.
This article assesses the network development and promotion of the learning region model in HEIs in the framework of the European Higher Education Area (EHEA), focusing on quality, partnership and social equality in the Hungarian context. It argues that the learning city-region model can be used and put into practice in many different ways for a new learning climate to occur, as in the case of the Pécs Learning City-Region Forum. However, there are parallel ways to implement the model for HEIs. The first is a purely economically centred one for those HEIs that reflect a reformed social identity to serve mainly employability, economic productivity and innovation through education and research in post socialist countries. The second is more holistic, reflecting not only education and research, but also making use of innovation based on economic and social partnership and networking in local, regional, national and international contexts. The article elaborates on the opportunities for this model as one into which Hungarian HEIs may develop.  相似文献   

8.
ABSTRACT

For the last couple of years, Turkey has been experiencing difficult times resulting from the recent domestic coup attempt, refugee crisis and terrorist attacks from neighbouring countries, and the following political conflicts around these issues with the United States and Europe. This article investigates challenges and strategies of higher education institutions (HEIs) in Turkey with recent uncertainty in the free movement of students and academics in internationalisation process. Applying a qualitative critical case study, the research was carried out in four HEIs leading in internationalisation. The findings indicated that political instabilities both at the national and international levels brought several challenges for HEIs related with their internationalisation efforts in terms of security, image, and ethnic tension. Additionally, it is found that HEIs adapted to the new realities and developed several strategies to overcome these challenges such as marketisation and networking. Implications are made regarding neo-liberal influence and segmentation around class and religion.  相似文献   

9.

This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named 'Book of the Year' by the National Staff Development Council in 1996.  相似文献   

10.
Abstract

The relationship between prior field experience and professional development has been frequently documented in teacher education (Denton, 1982; Calderhead, 1988). There is less research, however, which has explored the relationship between students' prior experiences and their initial images of teaching and professional development. This paper outlines some, findings from a UFC research project into experiential learning in higher education. It concentrates specifically on teacher education and focuses primarily upon the experiences of student teachers prior to their professional training. The paper examines the extent to which prior experiences influence students' images of teaching and professional development. It describes the nature of those experiences and explores the relationship between prior experience and students' preconceptions about professional development.  相似文献   

11.
高等学校职能判断标准初探   总被引：1，自引：0，他引：1  
高等学校的社会职能,是高等教育与社会发展关系的一个基本问题。高等学校的职能具有历史性。科学技术的进步,经济社会的发展,必然要求高等教育与之相适应,因此,高校新的职能迟早会出现。高等教育史证明,哪个国家及早对高校的新职能做出判断并付诸实践,哪个国家的高等教育就会有历史性的突破和质的改变。对现有高校职能的审视告诉我们,客观性、目的性、社会需要性,以及以一种思想为先导和经常性的学校活动,是判断高校职能的标准。  相似文献   

12.
《学校用计算机》2013,30(2-3):61-77
Summary

Distance education is changing the landscape of higher education and many faculty are now developing Web-based courses. This paper describes the lessons learned by the authors' experiences and research and offers a specific set of pedagogical and assessment strategies that they have found to be successful in online settings. The authors have found that classes delivered on the Web provide a viable option for professional development of K-12 teachers, and that the learning that occurs is of equal quality to those university courses taught on campus. Web-based courses offer students an opportunity to take courses anytime, anyplace.  相似文献   

13.
The 2004 Higher Education Act introduced variable tuition fees of up to £3,000 for full‐time undergraduates in England. Higher Education Institutions (HEIs) charging the maximum tuition must give low‐income students bursaries of £300. On top of this mandatory minimum, HEIs now provide additional discretionary financial support exceeding this level to these and other students. The degree to which these new bursaries and discretionary financial support have become a policy instrument for improving access and widening participation has not, as yet, been documented. Little is known about why the government introduced bursaries and what the government saw as their role. Even less is known about the type of bursaries HEIs have introduced or how they are being used, because up till now they have not been examined systematically. This article presents the first such analysis. It concludes that, from the evidence currently available, a mismatch exists between government aspirations and HEIs’ actual use of bursaries and scholarships. Moreover, the bursaries and scholarships put in place may perpetuate existing divisions within and across higher education.  相似文献   

14.
ABSTRACT

This paper reflects on the uptake of information technology (IT) as a delivery strategy in the learning and teaching processes and suggests that it is no longer satisfactory from the pupils' perspective to leave this to informal staff development strategies. The ability to use IT appropriately and effectively in the classroom must be thoroughly embedded in the pedagogy of teacher training institutions. For this to happen, these institutions need to adopt interventionist strategies for staff development so that learning through IT is a process that all student teachers experience, evaluate and learn to manage in the classroom situation. This paper examines a project for staff development in IT in a particular college and, following on the project's success, offers it as a possible model for successful staff development in IT.  相似文献   

15.
深化高等教育改革增强创新能力促进创新型人才培养   总被引：3，自引：0，他引：3  
高等学校在建设创新型国家中占有重要地位.但我国高校尚不能满足建设创新型国家的要求,与创新型国家的高校相比,存在比较明显的差距.我国高等教育应深化改革,加强科研创新能力建设,使创新型人才脱颖而出.为此,要进行教育理念的改革,探索有利于创新型人才培养的教育模式,加强科技创新能力建设,坚持产学研结合,加强创新文化建设,扩大高校对外开放,增加科技创新投资.  相似文献   

16.
ABSTRACT

Basic differences in temperament, learning styles, motivation, and interaction styles have major impacts on people yet receive little attention in social work education. Faculty must understand the different ways students learn and be receptive to new patterns of teaching in order to achieve educational excellence. The Myers-Briggs Type Indicator (MBTI) is one tool that identifies specific preferences among individuals that explain difference in learning styles. This paper discusses educational considerations in implementing a “type-sensitive” curriculum in social work education, including strategies for using the Myers-Briggs Type Indicator (MBTI) to differentiate learning styles and strategies for facilitating educators' and students' ability to appreciate these differences. It examines the ways in which differences in type can complement each other in the educational process. Understanding difference can provide insights into personal, academic, and professional performance, as well as an appreciation of the diversity of client types.  相似文献   

17.
高校形成自己鲜明的办学特色,对于我国高等教育的改革和发展具有重大的意义。高校应正确认识办学特色的内涵,明确形成办学特色对高校自身发展的意义,在此基础上采取积极的策略,正确定位,通过培育优势学科和特色专业来形成办学特色,从而赢得社会的认可,促进高校更好更快地发展。  相似文献   

18.
Abstract

This paper discusses the benefits of industrial links to both the business community and initial teacher education and looks at how the industrialist's role has been perceived by writers. A fresh analysis based upon this evidence is set out, the determinants of this role are examined and a model for institutional development is suggested.  相似文献   

19.

When development planning was first introduced some 10 years ago it was regarded as a strategy to assist schools in managing change. Recent research evidence however suggests that schools that exhibit 'best practice' in development planning have transcended its use as a change management strategy and now see it as a means of enhancing pupil achievement. The key distinction between this and former approaches is that the current approach is rooted in classrooms. This shift in emphasis provides the focus for the paper. Research evidence from a variety of sources is used to explain the change of approach and, based on this, a rationale for development planning for pupil achievement is presented. Practical advice on how to implement such a strategy within the context of the DfEE's Target Setting initiative is then given. The paper concludes by describing the management arrangements most common in those schools that use development planning for enhancing pupil achievement.  相似文献   

20.
Abstract

Higher education institutions (HEIs) are drivers of social change embedded in a society which is experiencing increasingly complex and multifaceted crises. This is partly attributable to the use of conventional and deterministic problem-solving curricula. A combination of a transdisciplinary approach and indigenous knowledge (IK) as transformative tools in complex systems is critical for pedagogy. This interface embraces the African heritage in Western epistemology putting it on a curricula pedestal which is currently Western-oriented. This article shows how a transdisciplinary approach and IK can transform pedagogies in HEIs through mutual learning and dialogue across disciplines by reflecting on the Life Knowledge Action/Grounding Programme which is a course offered at the University of Fort Hare, South Africa. The article suggests an integration of transdisciplinarity and IK as powerful catalysts for transformation in pedagogical design.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号