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1.
赵欢 《重庆职业技术学院学报》2011,20(4):115-117
新加坡作为一个国土面：积小,多民族的移民国家,特别重视价值观的教育。新加坡政府开展了国家至上,社会为先;家庭为根,社会为本;关怀扶助,尊重个人;求同存异,协商共识;种族和谐,宗教宽容为内容的核心价值观教育。新加坡核心价值观教育给我们提供了不少经验：如,强有力的法律支持,注重公务员廉政建设,学校教育、家庭教育和社会教育相结合等,对我国社会主义核心价值体系建设具有积极的借鉴意义。 相似文献
2.
Tonda Liggett 《The Urban Review》2008,40(4):386-402
In this article, I examine the role of teacher racial identity on teaching strategy and the treatment of race in classroom
discussions. I explicate how the pattern of minimizing the negative racial comments made to English language learners played
out in participants’ teaching and how it is reflective of socially constructed notions of race and racial discourse. The treatment
of racial issues, in this sense, can be seen as a microcosm of larger social, historical, and political factors that shape
individuals’ thinking about equity and diversity. I argue that by analyzing these underlying factors in teacher education
courses, the unconscious and often subtle ways that stereotypes based on race, culture, or English language proficiency, can
be demystified and disrupted. 相似文献
3.
Chew Leng Poon 《Educational Research for Policy and Practice》2012,11(1):19-25
This article discusses the relationship between policy, research and practice in the Singapore education landscape in response
to Hargreaves and Shirley’s arguments of Fourth Way principles of educational change. Examples of recent policy developments
in Singapore are used to illustrate the interaction between judicial uses of research data and pragmatic knowledge of classroom
practices and stakeholders’ interest in policy formulation in Singapore. It is advocated that a key ingredient of the success
of Singapore’s education system is the unity of vision and mission of the people behind policy, research and practice. 相似文献
4.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
5.
The impact of the GATS on transnational tertiary education: Comparing experiences of New Zealand,Australia, Singapore and Malaysia 总被引：1，自引：0，他引：1
Christopher Ziguras 《The Australian Educational Researcher》2003,30(3):89-109
This paper examines the impact of the World Trade Organization’s (WTO) General Agreement on Trade in Services (GATS) on transnational
higher education in four countries: New Zealand, Australia, Singapore and Malaysia. The GATS is a multilateral agreement through
which WTO members commit to voluntary liberalisation of trade in services, including education. Transnational (or offshore)
education refers to education that is delivered by an institution based in one country to students located in a different
country. Two of the countries considered, New Zealand and Australia, have made commitments under GATS to allow relatively
unrestricted cross-border provision of education in their countries, while the other two countries, Singapore and Malaysia,
have made no such commitment. There is currently considerable activity in renegotiating countries’ commitments to GATS as
part of the Doha round of WTO negotiations, and simultaneously bilateral free trade agreements are being proposed between
countries in the region. In this context, this paper examines the practical impact that GATS has had on these two countries
that have made commitments regarding education, and the likely impact that similar commitments by Malaysia and Singapore would
have on the tertiary education systems in those major importing countries. 相似文献
6.
In recent years, education systems around the world have been keeping a keen eye on rankings of student achievement as measured
by internationally benchmarked tests. This has led to considerable attention being paid to teasing out success factors that
may account for countries that have emerged top of the ranks or those that have shown the most rapid improvement from one
test period to the next. Singapore’s education system, which has consistently emerged as one of the higher ranking countries
has garnered much international attention as a consequence. Even as other nations are learning more about Singapore, it is
timely for Singapore to share our expertise and experience to benefit other systems. In this article, one such effort of internationalisation
is focused on i.e., teacher education and professional development programmes. The underpinning philosophy of internationalisation
is to serve the global educational community. Three models of internationalisation are expounded upon, namely; building the
local capacity of our partner countries, training the trainers, and the offering of executive leadership training programmes
to an international market. The past and future challenges of internationalisation are also discussed. The article ends with
how it began, in terms of examining Singapore’s internationalisation of its teacher education and professional development
programmes in the light of whether we are indeed, paving the Fourth Way as espoused by Hargreaves and Shirley (2009). 相似文献
7.
Zenub Kakli 《The Urban Review》2011,43(2):175-195
In recent years, much research has documented the benefits of parent involvement and offered strategies on how educators can
encourage parents’ participation in their children’s education. While the literature has brought much needed attention to
school-family relationships, little is known about parents who are activists for educational improvement beyond their own
children’s schooling and who concern themselves with district policymaking and governance. This article offers a portrait
of one African American mother who is an education activist in Boston, Massachusetts. Drawing on social movement and Black
feminist theories, the portrait documents how and why she has devoted her life to educational reform and equity with an emphasis
on racial equality. The article concludes with a discussion of two possible factors that contribute to the making of an education
activist: the development of a political racial identity and educators’ support for education activism. 相似文献
8.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
9.
Anita Y.K. Poon Yiu-Chung Wong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,6(3):33-55
Although Hong Kong’s education system has long been criticized as lacking in creativity and over-emphasising rote learning,
on the whole it has served Hong Kong well in the past years, breeding outstanding business, academic and political leaders
who continue to maintain Hong Kong’s competitive edge. The traditional elite schools have played a crucial role in the process.
The education reform, which is still on-going, aims to overhaul the entire system by introducing the “through-road” model.
To accomplish this, some mechanisms need to be changed. J.P. Farrell’s concepts of equality and equity, C.W. Mills’ concept
of elitism, and P. Bourdieu and J. Coleman’s concepts of cultural and social capital will be applied to analyse the consequences
of the reform. The paper argues that the education reform may be well-intentioned in eliminating some elements of inequality
and inequity in education, but that this comes at the expense of Hong Kong’s cultural and social capital and leads to the
development of new forms of inequality. 相似文献
10.
Saravanan Gopinathan 《Educational Research for Policy and Practice》2012,11(1):65-70
Hargreaves and Shirley’s The Fourth Way offers a valuable framework for considering the challenges and dilemmas that confront
education change practitioners. In this article, I consider how well their framework fits the evolution and more recent changes
in Singapore education. History, context culture and aspirations are seen as providing for significant differences in the
Singapore education story. 相似文献
11.
Charlene Tan 《Prospects》2010,40(4):465-480
This paper critically discusses the educational policy trajectories of Singapore and Cambodia in an era of globalization.
Drawing upon David Johnson’s five metaphors to describe the historical and political forces that shape educational policy
trajectories, the paper argues that Cambodia’s current educational policy trajectory is characterized by the “politics of
compelling” while Singapore’s situation is more akin to the “politics of selling”. In Singapore, the politics of selling intersects
with the politics of gelling, in which various interest groups are encouraged to work together to strengthen the new economy
of knowledge. The paper raises a common challenge for Singapore and Cambodia: to shift from a traditional teacher-centred
and textbook-based approach to a more student-centred and ICT-based approach in a globalized world. The last section of this
paper explores the possibility of addressing this challenge through gelling, by setting a new agenda for education, one that
combines foreign and indigenous sources of knowledge from various interest groups. 相似文献
12.
Outdoor education is not a universal value. Rather, outdoor education's contributions need to be grounded in time, place and culture. In this paper we describe the historical and cultural milieu that has enabled the emergence of outdoor education in Singapore and report on exploratory survey research into Singaporean teachers' conceptions of outdoor education. We compare the reported outcomes of outdoor education in Singapore to similar studies from Australia and New Zealand. Further focus group research is then used to develop a vision for outdoor education in Singapore. In so doing we aim to illustrate, and celebrate, how culturally-specific circumstances must be considered in both interpreting and conceptualizing outdoor education. We conclude that while personal development outcomes are important for Singaporean outdoor educators, these are developed more for the benefits of society and the State. The future role of outdoor education in Singapore will most probably continue to be linked to ongoing and emerging social and cultural imperatives such as harmony among diverse religious groups and environmental consequences of climate change. 相似文献
13.
14.
Pei Wen Tzuo 《Early Childhood Education Journal》2007,35(1):33-39
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced
tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual
interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This
article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky,
Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high
children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate,
rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”,
which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s
freedom in the context of progressive and critical pedagogy. 相似文献
15.
Low post-compulsory science enrolments for secondary students have been a growing concern across the Western world. Research
has examined factors relating to science curricula and students’ attitudes about science, but parental views of science education
remain largely unexplored in Australia. Because parents have a strong role in shaping their children’s subject selection and
career choices, in this pilot study we sought to explore parental attitudes about science education. Results from focus interviews
and a survey of 132 Indigenous and non-Indigenous parents demonstrated, for the first time, that regional parents believe
the study of society and the environment (SOSE) is a better preparation than science for their children’s understanding of
socio-scientific issues. Most parents were unclear as to the nature of scientific literacy, believing science as it is currently
taught in primary schools, not to be relevant to their children’s needs. Structural equation modelling using the survey data
confirmed prior researchers’ claims and extended ideas about the likely interplay of parental attitudes and beliefs influencing
their support of science study for their children. The results highlight an urgent need to explore such parental views across
Australia. 相似文献
16.
A world-class university in China? The case of Tsinghua 总被引：1，自引：0，他引：1
Higher education, an integral part of China’s nation-building project, is a critical element in China’s strategic policy initiative
of building national strength through science and education. One way to achieve this goal is to develop a higher education
system of international stature. Perhaps more than any other country, through national programs such as 211 and 985, China
has been explicit in selecting its best universities for intensive investment, with the expressed aim of making them world-class
within coming decades, and contributing more to overall R&D and scientific development. Analysing how these top-tier universities
in China are reaching for the gold standard, and using Tsinghua University as an example, this article examines the role of
higher education in China’s rise and how Chinese universities are responding to the drive for innovation, against a background
of globalisation and internationalisation. It analyses the experience of Tsinghua, a Chinese flagship university, sometimes
dubbed ‘China’s MIT’, through an in-depth case study in an international context, seeking to answer the question of how far
Tinsghua embodies the qualities of a world-class university. 相似文献
17.
Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space
Katherine Richardson Bruna 《Cultural Studies of Science Education》2009,4(1):221-237
One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop
of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the
Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús
and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity,
and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that
Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral
multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons
of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
| Katherine Richardson BrunaEmail: |
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
18.
Lawrence Jun Zhang 《Instructional Science》2008,36(2):89-116
The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners’
understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It
also examined possible effects of such pedagogy on reading performance. The context was a two-month strategy-based reading
instruction program, set within a constructivist framework. The program emphasized developing students’ academic reading proficiency.
The study, quasi-experimental in design, involved a control group and an experimental group, both of whom were ESL students
from the People’s Republic of China (PRC). The students were expected to satisfy an intensive English communication skills
requirement in order to be successfully matriculated into English-medium universities in Singapore. The results showed that
the teacher’s strategy-based instructional intervention evolving around participatory activities affected changes in the ESL
students’ use of reading strategies and improvement in comprehension. These findings are discussed in relation to PRC students
in study-abroad contexts, especially the cultures of learning that they bring along with them. Recommendations for further
research are also made.
I have been granted permission to use all the materials presented in this article and I declare that the participants’ names
that are referred to in this study are not their real names. 相似文献
19.
Dannielle Joy Davis 《The Urban Review》2010,42(2):143-158
In this study, I examine academic influences of the Committee on Institutional Cooperation Summer Research Opportunity Program’s
mentoring component. Interviews with African American undergraduate student participants of the faculty–student mentoring
initiative suggest mentorship’s influence upon the academic experiences of participants and illustrate the importance of faculty-directed
research in preparing racial minorities for graduate education. 相似文献
20.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献