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ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅｒｅｉｓｉｎｃｒｅａｓｉｎｇｐｒｅｓｓｕｒｅｆｏｒｓｃｉｅｎｔｉｓｔｓｉｎａｌｌｃｏｕｎｔｒｉｅｓ ,ｉｎｃｌｕｄｉｎｇＣｈｉｎａ ,ｔｏｐｕｂｌｉｓｈｔｈｅｉｒｒｅｓｅａｒｃｈｉｎｉｎｔｅｒｎａｔｉｏｎａｌｊｏｕｒｎａｌｓ .Ｔｈｉｓｉｓｎｅｃｅｓｓａｒｙｆｏｒｐｅｒｓｏｎａｌｃａｒｅｅｒｓ,ａｓｗｅｌｌａｓｆｏｒｔｈｅｒｅｐｕ ｔａｔｉｏｎｓｏｆｕｎｉｖｅｒｓｉｔｉｅｓａｎｄｏｔｈｅｒｒｅｓｅａｒｃｈｏｒｇａｎｉｚａｔｉｏｎｓ.Ａｄｄｉｔｉｏｎａｌｌｙ ,ｗｉｔｈｔｈｅｃ… 相似文献
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Everylittleimprovementofthejournaldependsonthestrongsupportfromthereviewers.WetakethisopportunitytogiveourheartfeltthankstoreviewersinChinaandabroadfortheirhelpsincetheestablishmentofthejournal.Dr.NaonCarlos Inst.deFisicaLaPlataArgentinaDr.ChengZhengSun GriffithUniv.AustraliaDr.ChrisEdwards AustralianNat.Univ.AustraliaDr.ColinBoyd QueenslandUniv.ofTech .AustraliaDr.HubertChanson Univ.ofQueenslandAustraliaDr.IanGilbert Univ.ofNewSouthWalesAustraliaDr.JianHou… 相似文献
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Producing the ‘international’ child: negotiations of language in an international preschool in Japan
《Ethnography and Education》2013,8(3):281-292
This article provides an ethnographic account of an ‘international preschool’ in Japan, describing how ideologies of ‘English’ and ‘internationalism’ are produced and consumed among the parents, teachers and directors, in their common goal of socialising an ‘international’ child. 相似文献
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(From 2 0 0 2tonow)Everylittleimprovementofthejournaldependsonthestrongsupportfromthereviewers.WetakethisopportunitytogiveourheartfeltthankstoreviewersinChinaandabroadfortheirhelpsincetheestablishmentofthejournal.Dr.NaonCarlos Inst.deFisicaLaPlataArgen… 相似文献
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Michael H. Prosser 《Communication quarterly》2013,61(1):48-57
FRONTIERS OF COMMUNICATION: THE AMERICAS IN SEARCH OF POLITICAL CULTURE. By Karin Dovring. Boston: Christopher Publishing House, 1975; pp. 172. $6.95. ZEN AND THE ART OF MOTORCYCLE MAINTENANCE: AN INQUIRY INTO VALUES. By Robert M. Pirsig. New York: Bantam Books, 1975; pp. vi+406. Paper $2.25. (Also New York: William Morrow &; Co., 1974; $7.95.) THE MESSAGE IN THE BOTTLE. By Walker Percy. New York: Farrar, Straus &; Giroux, 1975: pp. 335. $8.95. A PRIMER OF MULTIVARIATE STATISTICS By Richard J. Harris. New York: Academic Press, 1975; pp. 332. $13.95. 相似文献
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Marie Sandell 《History of education》2015,44(1):5-24
This article explores the importance of higher education to international women’s organisations such as the International Federation of University Women, the International Council of Women, the International Alliance of Women and Women’s International League for Peace and Freedom, and asks how studying abroad contributed to the international cooperation and understanding promoted by these organisations in the interwar period. In particular, it assesses how the movement of ‘Eastern’ women, especially East Asian, to the West for educational purposes at the beginning of the twentieth century benefited the expansion of these organisations beyond Europe, North America and white settler countries such as Australia and New Zealand between the world wars, and to what extent the experiences of international students in the ‘West’ influenced their political activities back home and their involvement in international women’s organisations. 相似文献
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Mirjana Ivanović Stelios Xinogalos Tomáš Pitner Miloš Savić 《Education and Information Technologies》2017,22(6):2981-3003
Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity, problem solving and critical thinking in student-centered, interactive learning environments. In this paper, experiences from object-oriented programming (OOP) courses that are taught in three institutions from three different European countries are presented and compared. The courses are based on Java and are delivered in the second year of studies, after students have attended an introductory programming course. The emphasis is given on TEL approaches and accompanying tools and services, focusing mainly on Learning Management Systems (LMS). Our students completed an appropriate questionnaire to evaluate the importance and utilization of TEL services that are used or planned to be used at the programming courses. The results of statistical analysis of collected data show that students from all three institutional groups consider organizational services provided by TEL tools as much or very much important in their education, while communicational services are rarely used. Using non-parametric statistical tests we studied the similarities and differences in perceived importance of TEL services among students from different institutional groups. 相似文献
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This paper presents data generated during a semester-long programme to support international students from countries in Melanesia and Asia embarking on masters research in education in a New Zealand university. All were scholarship recipients. The researcher-and facilitator-of the programme, was interested in documenting and understanding the nature of the students’ experience as they planned and wrote research proposals. The process of developing a research proposal, as one of the early stages of ‘becoming’ a researcher, highlighted a number of challenges for the six case study students. The challenges are viewed from a transition or ‘resituation’ perspective (Eraut in Stud Contin Educ 26(2): 247–74, 2004, 2008) rather than an adjustment one. A resituation perspective assumes that students brought with them “personal expertise, practical wisdom and tacit knowledge” (Eraut 2008, p. 42) which needed to be reconciled with what was demanded of them by different aspects of the research planning process. The resituation challenges experienced by the students included situating a perceived problem or issue in the research literature; reconciling personal research goals with the limitations of one’s own agency as a researcher; integrating new learning with research goals; and reconciling the new role or identity as a researcher with the previous role as colleague or community member. The paper presents a case for providing a context for postgraduate students in which explicit recognition of what they bring to the research task, and acknowledgement of the resituation challenges can take place. 相似文献
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Svjetlana Curcic 《International Journal of Inclusive Education》2013,17(5):517-538
With an aim to investigate inclusion across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA. Four themes emerged in this study: (1) concerns with student outcomes in inclusive settings; (2) teachers’ beliefs and the ways they relate to their practices; (3) inclusive schools philosophies and practices; and (4) the intersection of inclusion and exclusion. Although international policies, knowledge, and understanding about inclusion and inclusive practices continue to advance throughout the world, there are manifestations of provincialism and discrimination predominantly marked by ethnicity, socio‐economic status, and ability. While a reality for some students, inclusion remains an aspiration for too many. 相似文献
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Since the 1970s, international fieldwork has provided opportunities for small numbers of pre-service teachers to teach and learn in a culture different from their own. Research into this fieldwork suggests that pre-service teachers are positive about their experiences, although questions remain about the ethics underpinning some of these programs. This article reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors (authors of the essay) on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students. They then proceed to use more reflexive ethnographic methods to tease out the complex identity work undertaken by pre-service teachers and their mentors as they negotiate cultural, pedagogical, and ethical challenges. 相似文献
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Henrik Åström Elmersjö 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):727-743
During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organisations could work in order to attain legitimacy. The article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings. 相似文献
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M. Gail Jones Manuela Paechter Chiung-Fen Yen Grant Gardner Amy Taylor Thomas Tretter 《International Journal of Science Education》2013,35(14):2462-2482
Metric scale is an important concept taught as part of science curricula across different countries. This study explored metric and relative (body-length) scale concepts of inservice (N?=?92) and preservice (N?=?134) teachers from Austria, and Taiwan, and their concepts were compared with those of teachers from the USA. Participants completed three assessments: the Scale Anchoring Objects (SAO), Scale of Objects Questionnaire (SOQ), and a subsample of participants were interviewed with the Learning Scale Interview. A Rasch analysis was conducted with the SAO and SOQ and results showed that the Rasch model held for these assessments, indicating that there is an underlying common dimension to understanding scale. Further analyses showed that accuracy of knowledge of scale measured by the SAO and SOQ was not related to professional experience. There were significant differences in teachers’ accuracy of scale concepts by nationality. This was true for both metric and body-length SAO assessments. Post hoc comparisons showed that the Austrian and Taiwanese participants were significantly more accurate than the US sample on the SAO and SOQ. The Austrian participants scored significantly higher than the US and the Taiwanese participants. The results of the interviews showed that the Taiwanese experienced teacher participants were more likely to report learning size and scale through in-school experiences than the Austrian or the US participants. US teachers reported learning size and scale most often through participating in hobbies and sports, Taiwanese teachers reported learning scale through sports and reading, and Austrian teachers most often noted that they learned about scale through travel. 相似文献
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Alex Elwick 《教育政策杂志》2018,33(2):206-225
Driven by a desire to improve academic outcomes and transform ‘failing’ schools, governments around the world have often turned to the development of new forms of state-funded school. This paper looks at three such instances of the introduction of new forms of schooling, within three urban localities (academy schools in London; charter schools and small schools of choice in New York City; and Schools of Tomorrow in Rio de Janeiro). It considers the extent to which these types of school did improve academic outcomes for their students and draws comparisons across each case study in order to understand their similarities and differences. It concludes that although the quasi-marketisation of school systems through the introduction of new (often private) providers might improve outcomes, this is not the only means by which improvement can be attained; and that instead the introduction of new forms of school may be successful because this enables certain other changes to happen. It highlights the limited nature of impact evidence available in all instances, which restricts our ability to properly evaluate the effect of new school types on outcomes. 相似文献
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J. Spencer Clark James Scott Brown Medet Jandildinov 《Technology, Pedagogy and Education》2016,25(4):431-450
The concepts of reflection and reflective practice have become the core of many teacher education programmes, with critical reflection as the goal for many teacher educators. This study examined the use of a videoconference discussion in an instructional methodology course as a means to enrich the process of reflection and encourage critical reflection. Critical action research methodology was used by the researchers to evaluate the addition of videoconferencing to a model of scaffolded reflection which was already part of the course. The findings suggest that the introduction of a videoconference discussion to the scaffolded reflection model enriched critical reflection on four topics: technology use, multicultural curriculum and instruction, censorship of web-based resources, and accountability and assessment. The discussion of these topics allowed the preservice teachers to think about their own agency, and the affordances and constraints of their school context. Implications for using videoconferencing for critical reflection are provided for teacher educators. 相似文献