Quality Teaching and Learning in Australian and South African Universities: Comparing policies and practices     

Lesley Vidovich  Magda Fourie  Heinrich Alt  Louis Van Der Westhuizen  Somarie Holtzhausen 《Compare》2000,30(2):193-209

Over the last decade universities across the world have been grappling with quality and quality assurance issues. In several countries national policies on higher education quality assurance have been evolving, mostly with the purpose of putting external systems of quality assurance in place. In many instances, these policies and systems had less effect on the quality of teaching and learning than had been expected. This paper serves as a comparison of national quality policy developments in two countries, Australia and South Africa, and goes on to investigate the emerging tensions in quality policy processes in these countries. Whereas a number of similarities were discerned, differences were as evident, verifying the underlying assumption of the authors that notions of quality, and quality policies and their implementation are very much dependent on the particular localised contexts in which they exist.  相似文献   

Interplay of Biological and Social‐Environmental Factors in the Developmental Outcome of Prematurely Born Children From Infancy To Seven Years     

Magda Kalmár  Judit Boronkai 《International Journal of Disability, Development & Education》1991,38(3):247-270

THE DEVELOPMENT of 58 preterm infants classified as low‐risk was compared over their first 7 years with a control group of 100 full‐term healthy infants. One major conclusion from this ongoing study is the critical need to take account of age when outcomes for prematurely born children are compared with full‐term children. As well as finding “catch up” phenomena at certain ages, the study also found periods during which there were reverses of this favourable tendency. Further, the study provided evidence that perinatal risk conditions may have a differential impact on mental development, depending on social‐environmental factors. It was suggested that advantaged family circumstances may reduce or even fully compensate for the adverse effects of preterm birth whereas a disadvantaged environment may amplify them.  相似文献   

Content Assessment Aligned to the Common Core State Standards: Improving Validity and Fairness for English Language Learners     

Magda Y. Chia 《教育实用测度》2014,27(4):307-312

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Content analysis as a means of exploring research opportunities from a conference programme     

I Fourie 《Health information and libraries journal》2012,29(3):197-213

Background: Health librarians should keep up-to-date in a dynamic environment and accept the importance of continuing personal development (CPD) and growth in their critical reflection and creative thinking skills. They also need to acknowledge the potential value of research activity and the challenges of ongoing improvement and development. Conference programmes may prove a useful source of stimulation, especially if supplemented by creativity techniques, action research and the ideal of 'finding flow'. Objectives: The article analyses the themes and papers presented at the 10th International Conference on International Medical Librarianship (ICML) to identify opportunities for further research, literature reviews, assessment of practices and services, etc. Methods: Content analysis approach to conference papers and suggestions for further action including supplementing with techniques of creativity and group input. Results: A fairly extensive list of further actions (although not intended to be exhaustive) is suggested for the sixteen conference themes. Although subjective, the list might help to stimulate growth in research on health librarianship and demonstrate how one source of stimulation - conference programmes (regularly presented to medical library communities) - can be used. Conclusions: Content analysis has proven a constructive means of generating research questions from a conference programme. Content analysis and other methods aimed at stimulating creative and progressive thinking, including brainstorming, force field analysis, De Bono's 6 hats, creative swiping and creative visualisation, may prove equally useful and require further investigation. To ensure an ongoing cycle, these can be linked to action research.  相似文献   

Trekking back to mainstream for inclusive education,is it there?     

Rosemary Chimbala Kalenga  Elsa Fourie 《Educational studies》2012,38(2):175-187

This paper explores the ecosystemic management strategies for inclusive schools due to challenges faced by the schools in the mainstream school where learners from the specialised institutions are referred back to mainstream for inclusive education. Ecosystemic perspective on inclusive education, ecological theories and systems theories underpin this paper. The study was done through interviews, field notes and observations of 120 participants comprising the SMTs, educators and parents. The findings indicate that schools face great challenges in managing inclusive schools. A lot has been published on inclusive education, but none of them offers ecosystemic management strategies for the school management to follow. The article concludes by offering ecosystemic management strategies for successful implementation of inclusive education.  相似文献   

Developing inclusive practices through collaborative action research     

Vassilios S. Argyropoulos  Magda A. Nikolaraizi 《欧洲特需教育杂志》2013,28(2):139-153

This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor, academic staff and student teachers. The findings of the study indicate that the implementation of the action research network resulted in the development of inclusive and collaborative thinking and the adoption of relevant teaching practices which promoted the children's access to the curriculum and supported the teachers' and student teachers' professional development. The outcomes of this action research network raise concerns about the access and the status of membership of children with special needs in general educational classroom and provide insights for the pivotal role of action research in understanding educational contexts and situations from a number of different perspectives.  相似文献   

A cross‐cultural examination of typically developing children's attitudes toward individuals with special needs     

Magda Nikolaraizi  Poonam Kumar  Paddy Favazza  Georgios Sideridis  Dafni Koulousiou  Ann Riall 《International Journal of Disability, Development & Education》2005,52(2):101-119

This study explores children's attitudes toward individuals with special needs in Greece and in the United States. A total of 196 kindergarten‐age children participated in the study. Children's attitudes were examined using the Acceptance Scale for Kindergartners‐Revised (ASK‐R) and were further explored with the use of an open‐ended interview. In addition, the Inventory of Disability Representation (IDR) was used to collect information about how individuals with special needs are represented in school and classroom environments through books, displays, materials and curriculum. The results indicated that children in Greece and the United States were accepting of individuals with special needs. Also, children attending inclusive kindergartens held more positive attitudes when compared with children attending non‐inclusive kindergartens. Results from the interviews provided further information that contributes to the understanding of children's perceptions of people with special needs and the reasons why children become more or less favourably disposed towards individuals with special needs. Finally, IDR results indicated that the classrooms in Greece had low representations of individuals with special needs compared with US classrooms, which had moderate and high representations of individuals with disabilities in the classroom and school environments.  相似文献   

Deaf and hearing individuals' beliefs about the capabilities of deaf people     

Nikolaraizi M  Makri M 《American annals of the deaf》2004,149(5):404-414

The study explored the beliefs of 100 residents of Greece about the capabilities of deaf people living in that country. Participants included deaf adults who communicated in Greek Sign Language (GSL), deaf adults who communicated orally, hearing adults who attended GSL courses, and hearing adults who did not attend such courses. Beliefs were explored through the ODP (Opinions About Deaf People) scale (Berkay, Gardner, & Smith, 1995) and an open-ended interview. All participant groups viewed deaf people's capabilities positively, but Deaf users of GSL expressed the most positive beliefs. The findings suggest that less positive beliefs reflect diverse ideological views toward GSL and Deaf culture or an awareness of the obstacles preventing deaf people from developing their potential. The Deaf community's role in empowering deaf people and the role of GSL courses in promoting awareness regarding deaf people are also discussed.  相似文献   

Evolving ecosystems in education: The nature and implications of private supplementary tutoring in Hong Kong     

Mark Bray  Magda Nutsa Kobakhidze 《Prospects》2015,45(4):465-481

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Mobile Technology and Libraries,Jason Griffey,The Tech Set, 2, Facet Publishing,London (2010), 115 pp., £35.00 soft cover,ISBN: 9781856047227     

Ina Fourie 《Library Collections, Acquisitions, and Technical Services》2011,35(2-3):93-94

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