The role of further government intervention in Australian international education   总被引：2，自引：0，他引：2  

Roger Carrington  V. Lynn Meek  Fiona Q. Wood 《Higher Education》2007,53(5):561-577

Trade in Australian education services has expanded rapidly over recent years. The sector is the third largest exporter of Australian services. In 2001–2002, exports of education were about $A 4.2 billion. Government assistance to the sector includes export market development, regulation of education standards, and funding education activities; university research and development, for example. This paper examines the case for further government intervention in the export of education, and the appropriate forms of assistance if further government intervention is justified. The paper predominately focuses on assisting higher education exports because this activity dominates education exports.  相似文献   

Creativity as Resistance     

Jon Good  Punya Mishra  the Deep-Play Research Group 《TechTrends》2016,60(4):309-312

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Cognitive deficits in reading disability and attention deficit disorder   总被引：12，自引：0，他引：12  

R H Felton  F B Wood 《Journal of learning disabilities》1989,22(1):3-13, 22

This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects.  相似文献   

Influence of conspecific and predatory Stressors and their associated odors on defensive burying and freezing responses     

Jon L. Williams  David K. Scott 《Learning & behavior》1989,17(4):383-393

In Experiment 1, male rats were exposed to either aggressive (i.e., alpha) or nonaggressive conspecific colonies and tested 24 h later, with or without alpha odors, for freezing behavior and burying of a wall prod that had been the source of a brief electric shock. The results indicated that prior defeat experience and the presence of alpha odors alone during testing had no significant effects, but the combination of prior defeat and alpha-odor testing significantly decreased burying and increased freezing behavior. In Experiment 2, we examined the effects of noncontact exposure to a cat, as a predatory Stressor, during subsequent prod-shock tests involving the presence or absence of cat odors. Exposure to a cat failed to disrupt later prod burying and did not produce freezing. However, the presence of cat odors during testing significantly reduced the amount of defensive burying,without resulting in an increment in freezing. In Experiment 3, rats were given 1, 5, or 30 inescapable preshocks in the presence of either cat odors or a hedonically neutral citronella odor and were tested 24 h later for prod burying and freezing with or without these odors. Both the cat and the citronella odors resulted in a significant reduction in burying and an increase in freezing for rats given 5 and 30 preshocks and tested in the presence of these respective conditioned odors. For the groups that were given 5 preshocks, preshock and later testing in the presence of cat odors resulted in significantly less prod burying and more freezing than for rats that were preshocked and tested in the presence of citronella. The findings of these three ethoexperimental studies are discussed in terms of the learned-helplessness theory, the stress-coping-fear-defense (SCFD) theory, and the concept of selective CS-US associability.  相似文献   

Constructivist Metaphors of Learning Science   总被引：2，自引：1，他引：2  

Ogborn  Jon 《Science & Education》1997,6(1-2):121-133

Based on an analysis of a fundamental distinction between metaphors of finding versus making for the obtaining of new knowledge, a number of constructivist positions in education are discussed and criticised, taking account of earlier criticism particularly by Suchting and by Matthews. Constructivist claims which are denied include the claim that we have no direct access to the world, and the claim that communication is inherently meaningless. What is valuable in constructivism, namely the insistence on active learning, on respect for the pupils own thinking, and on the high priority needed for ideas taught to make sense to pupils, together with the reminder that science is a human product, is important to retain without its additional and ill-founded philosophical baggage.  相似文献   

Editorial JMTE 6.3 What Does ``Design Research' Offer Mathematics Teacher Education?     

Terry Wood  Betsy Berry 《Journal of Mathematics Teacher Education》2003,6(3):195-199

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Diversified secondary education in Kenya: The status of practical subjects, and effects on attitudes and destinations after school     

Jon Lauglo 《International Journal of Educational Development》1987,7(4)

The paper presents findings from an evaluation of ‘industrial education’ subjects (wood, metal, electrical and power technology) in Kenyan academic secondary schools. As a project established in 35 schools with comprehensive aid agency (SIDA) support, these subjects do not suffer from lack of attraction to students or from low teacher morale. Exposure to them increases students' aspirations and expectations of ‘technical/practical’ work, but the problem is not lack of interest in such work, but rather scarce opportunity to realise such ambition, in a labour market where school leavers face great problems in finding a source of livelihood. Except for individual cases, exposure to these subjects does not seem to give students an advantage in the labour market, according to findings from a one-year follow-up. Further, doing well in general on the lower secondary examination does not confer any short-term labour market advantage either, suggesting that personal contacts rather than school credentials are decisive. We conclude policy makers need to recognise that pre-vocational subjects should be seen as part of general education rather than as a remedy for youth unemployment.  相似文献   

Technical secondary students in Kenya: Origins,achievement and destinations     

Jon Lauglo 《Prospects》1989,19(3):407-426

Working within a comparative perspective, has published on pre-vocational education and vocational training, the teaching profession, distribution of authority in education systems and university policy.  相似文献   

Homicides in Higher Education: Some Reflections on the Moral Mission of the University     

Peter Wood 《Academic Questions》2007,20(4):277-294

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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Evaluation and publication delay in Ibero-American scientific journals     

Jon Zabala  Borja González-Albo  Ana García-García  Aurora Garrido-Domínguez  José Ignacio Vidal-Liy  Luis R. Álvarez-Díez  Soledad Hernando-Tundidor  Yara Mostazo-Fernández  Teresa Abejón 《Learned Publishing》2023,36(2):205-216

This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster.  相似文献