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1.
The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United
States influence the ability of new teachers of color to draw on their own and their students’ cultural resources to engage
in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these teachers identified three
principal tensions which correspond to the three dimensions of culturally responsive teaching: (a) cultural and linguistic
relevance versus standardization, (b) community of learners versus teacher transmission, and (c) social justice versus enhanced
test scores. The teachers also described two mechanisms by which accountability-based programs and policies were enforced:
fear of monitoring and internalizing the link between testing and educational opportunity. We applied the metaphor of “double
bind” to explain the tensions and enforcement mechanisms encountered by these teachers. The “double bind” forced the new teachers
of color to enact contradictory systemic demands promoted by government policy and the teaching profession and exacted an
individual toll. We conclude with implications for policy, practice, and research. 相似文献
2.
In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation
of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics.
This article reports findings of an empirical study of changing autonomy in Chinese higher education and it focuses on the
effects of these key policy developments in two case study universities. This research was part of a larger study of new power
relationships emerging from changing policies on accountability and autonomy in Mainland China, Hong Kong and Singapore, located
within a broader context of the impact of globalisation on higher education. The focus on the three regions was selected to
begin to redress a Western hegemony in such research. The larger study is premised on the principle that globalisation is
characterised by ongoing tensions between global commonalities and context-specific differences, and that it is important
not to gloss over the complex and often contradictory national and local mediations of “global” policy trends. 相似文献
3.
Michael R. Olneck 《Asia Pacific Education Review》2011,12(4):675-690
Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism. These challenges are “dilemmas
of difference,” “variable terms of inclusion,” and “legitimacy.” In Korea, these challenges arise in a setting in which ethnic
diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy
is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean
and the other an immigrant, usually the wife, and their offspring. The exclusion of migrant workers and their families from
Korea’s multicultural framework poses a core contradiction in Korean multicultural policies. This contradiction must be resolved
if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration
on terms that are equitable to the diverse constituents of Korean society. Inevitably, this will require a redefinition of
what it means to “be Korean.” Even if multicultural policies fall short in their immediate effects on those toward whom they
are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which
the status of diverse groups in Korea will be contested. 相似文献
4.
This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It
presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development
and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions”
presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the
paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development
in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using
this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially
relevant to those responsible for curriculum development. 相似文献
5.
Stanislaw Schukajlow Dominik Leiss Reinhard Pekrun Werner Blum Marcel Müller Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237
In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule)
were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems:
intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed
before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and
“linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest
and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom
instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems,
including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising
group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment,
interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems
had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial
effects. 相似文献
6.
Kindergarten Teachers’ Conceptual Framework on the Ozone Layer Depletion. Exploring the Associative Meanings of a Global Environmental Issue 总被引：1，自引：0，他引：1
Maria Daskolia Evgenia Flogaitis Evgenia Papageorgiou 《Journal of Science Education and Technology》2006,15(2):168-178
This paper reports on a study conducted among Greek kindergarten teachers aiming to explore their conceptual frameworks on a major environmental issue of our times: the ozone layer depletion. The choice of this particular issue was premised on its novelty, complexity and abstractness which present teachers with difficulties in its teaching. A free word association task was employed to identify the associative meaning of the issue among the participant teachers. The study’s results revealed the existence of a simplistic, linear, cause-and-effect scheme in the teachers’ conceptual frameworks, the two poles of which are “solar radiation” and “its harmful results for human health”. Some of the well-known misconceptions and misunderstandings already emerged in previous research also arise in this study. Prominent among them are the deeply rooted confusion between the “ozone hole” and “greenhouse effect”, a general fusion of ideas concerning all environmental problems and an overemphasis on the harmful consequences of the ozone depletion on human health. Implications for kindergarten teacher education are also discussed.The present study is part of a research project that is co-funded by the European Social Fund and National Resources – (EPEAEK II) PYTHAGORAS II. 相似文献
7.
中国学术制度建构的历史与现实境遇 总被引：1，自引：0，他引：1
阎光才 《Frontiers of Education in China》2009,4(3):323-342
The rise and development of China’s academic system is a process that started from “passively accepting Western Learning”;
to today’s “catching up with Western Learning and even exceeding it”;. In the last century, China experienced a turbulent
and unstable social environment in which academics and politics have always been intertwined. As a result, the internal logic
of China’s academic system shares similar characteristics with its Western models, but is unique in certain ways at the same
time. In the complex and inseparable relationship between academics and politics, which involves both love and hate, the logic
that academics must serve political needs, on one hand, establishes the co-existence of the academia and the government, which
provides a relatively stable environment for academic activities within the system; on the other hand, it also jeopardizes
the ecological environment in which the academics can develop according to its own internal logic. For exactly the same reasons,
even at present, internalization means something special and complex for Chinese academia because, on one hand, it truly represents
academia’s strive to meet international standards; on the other hand, the pushing factor behind this “voluntary”; stance is
still state and political power.
__________
Translated by FENG Xiaojie from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2008, (6): 21–28 相似文献
8.
A. G. Watts Ronald G. Sultana John McCarthy 《International Journal for Educational and Vocational Guidance》2010,10(2):89-107
The history of the involvement of the European Union in the development of policy related to career guidance is analysed in
terms of three broad periods. In the first two of these, interventions were confined to pilot projects, exchanges and placements,
study visits and studies/surveys, with particular attention to young people; whereas the period since 2000 has seen greater
attention being paid to lifelong activities that support the implementation of EU policy priorities and their mainstreaming
at national level. These trends reflect both the EU’s “creeping competence” and the emerging concept of “lifelong guidance.” 相似文献
9.
Betty B. Sheffield 《Annals of dyslexia》1991,41(1):41-54
This paper discusses a philosophic basis for Orton-Gillingham teaching and attempts to demonstrate how certain of the features
of such multisensory teaching act to remediate language problems exhibited by many dyslexic students. The common basis of
the array of programs coming from both Orton and Gillingham is addressed. Some individual strengths and minor differences
between Orton and Gillingham variations are examined.
The author is grateful to Margaret Rawson who coined the phrase “Structured Flexibility” in her article, “The Structure of
English: The language to be learned,” in theBulletin of the Orton Society 20:103. 相似文献
10.
Irving Louis Horowitz 《Academic Questions》1992,5(2):32-40
This essay was originally presented as part of the panel “The Social Sciences, An Intellectual Balance Sheet,” at “On the
State of Academic Discourse,” the third national conference of the National Association of Scholars, held in Minneapolis,
October 18 to 20, 1991. It is part of the opening chapter of a book scheduled for publication in 1993 by Oxford University
Press tentatively entitledThe Decomposition of Sociology. 相似文献
11.
Yun Yao 《Frontiers of Education in China》2007,2(1):89-102
Having experienced three stages of “preliminary establishment”, “rapid and comprehensive development” and “steady development”
for twenty years, China's postdoctoral system is moving towards a new one, the stage of “quality improvement and innovation
development.” Remarkable achievements in the system include cultivating talented personnel, promoting the construction and
development of disciplines, integrating production, learning and research, as well as scientific research achievements. However,
some problems still exist in its managerial system, the science funds subsidized as well as the relationship between the mobile
station and the workstation. Based on the above analysis, the author suggests that the postdoctoral system in the new era
should be innovative in its systems of management, cultivation, funds collection, subvention and evaluation. 相似文献
12.
The proposition of “the more national, the more international”, when applied to education, is not absolutely right. Given
education, educational research and the modernization of educational research, these can be more international only when their
essence represents, reflects or implies the trend of human education and educational research. Otherwise, it would not be
the case.
__________
Translated from Journal of Sichuan Normal University (Social Science Edition), 2004 (3)
The author is grateful to the National Education Science Funds for the financial assistance to this study. 相似文献
13.
This special issue of the research section of ETR&D represents the second grouping of papers solicited from national leaders
in educational technology research and design. The first grouping, which appeared in Volume 46, Number 4, 1998, contained
papers by Rita Richey, “The Pursuit of Useable Knowledge in Instructional Technology”; Mitchel Resnick, “Digital Manipulatives:
Tools for Lifelong Kindergarten”; and Ben Shneiderman and colleagues, “Emergent Patterns of Teaching/Learning in Electronic
Classrooms.” 相似文献
14.
Megumi Nakamura Agnes M. Watanabe-Muraoka 《International journal for the advancement of counseling》2006,28(3):213-226
This research was conducted with the aim of clarifying a concept of “global social responsibility.” A total sample of 395 senior high school students in Japan responded to a pool of items mostly adapted from a scale developed by Starrett (1996) and provided additional data concerning their social experiences. The data were used in the development of a Japanese version of the Global Social Responsibility (GSR) scale. It was found that “global altruism,” “active involvement with society,” and “understanding of interdependence” constituted a construct of global social responsibility. It was also found that females, those who discussed social problems with their family, those who revealed a high awareness of responsibility and those who had multiple experiences of volunteer activities for community service showed high GSR scores. The scale provides both an awareness of the concept and a measure for determining levels of global social responsibility. Counseling professionals are encouraged to consider their roles from a global and social perspective, with the notion of responsibility being seen as central to the concepts of freedom and personal development. 相似文献
15.
Nidhi Singal 《European Journal of Psychology of Education - EJPE》2006,21(3):239-252
India is currently faced with the formidable task of fulfilling its commitment towards Education for All. This paper presents
findings of a multi-level study, which explored the various meanings, and efforts towards inclusive education in an Indian
context. Using an ecosystemic framework, it discusses the many complex ways in which efforts have been influenced by international
developments and socio-cultural factors within the national context. This paper discusses the emergence of inclusive education,
as being about the education of children with disabilities. It places specific focus on exploring the impact that narrowly
constructed notions of “ability” and “disability” have on efforts undertaken at the government and school level. The paper
concludes by arguing for a need to understand inclusive education, not only in terms of new terminology, policies and legislations,
but also by critically examining the beliefs and values that underpin its developments. 相似文献
16.
Shen Jie 《浙江大学学报(A卷英文版)》2000,1(2):233-238
The resolution of the problem of Urban Residence is important for realization of Sustainable Human Settlements. Along with
the acceleration of urbanization in China, all aspects, concerning the problem of urban residence are undergoing gradual changes.
This thesis expounds on “The Order Diagram by Expression of Social Requirement to Habitation” and an “External Relationship
System of Residence” and also puts forward a series of problems, requiring special consideration in achieving sustainable
development of Chinese urban residence. 相似文献
17.
This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with
a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities
in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead
academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment
of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics
remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the
same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics
of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure
organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge
for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices
to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies
and time. 相似文献
18.
This paper reports a study on concept mapping involving 14 Australian and 9 Indonesian science teachers. After a training
and practice session in concept mapping, the teachers were surveyed on four scales: “Learning it”, “Teaching it”, “Useability
by students”, and “Perceived benefits”. While the teachers' attitudes were generally favourable interesting differences were
discerned among scales, among teachers of Biology, Chemistry, Physics and Mathematics, and between countries.
Specialization: Social psychology of science learning, eco-culture and metalearning in science.
Specializations: Eco-culture and metalearning in science; distance education delivery systems. 相似文献
19.
Kathleen L. McFadden Shi-Jie Chen Donna J. Munroe Jay R. Naftzger Evan M. Selinger 《Innovative Higher Education》2011,36(3):161-176
In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes
the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research,
we surveyed healthcare executives to examine their perceptions about the need for such a program and the importance of core
subject areas. Drawing on our findings as well as the literature on “interactional expertise” and “wicked problems,” we provide
a detailed method for launching an interdisciplinary program. Our process may be useful in guiding other institutions interested
in setting up new interdisciplinary programs of their own. 相似文献
20.
Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students 总被引：1，自引：0，他引：1
Jean Yonemura Wing 《The Urban Review》2007,39(4):455-487
This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement
gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students.
Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered
invisible by widespread acceptance of the “Model Minority Myth,” which says that Asians comprise the racial minority group
that has “made it” in America through hard work and education, and therefore serve as a model for other racial minorities
to follow. Findings point to policy implications for teachers, counselors, school staff, social services and government. 相似文献