The Rhetoric and Reality of Mass Education in Mao’s China: by Vilma Seeberg, Volume 14, Chinese Studies Series, The Edwin Mellen Press, Lampeter, Wales, U.K., 2000, ISBN 0-7734-7638-5 (Vol.), ISBN 0-88946-076-0 (Series), xvi & 562 pages, clothbound. Price not given.     

W. J. Morgan 《International Journal of Educational Development》2002,22(6):701

  相似文献   

The spectacle of global tests in the Arabian Gulf: a comparison of Qatar and the United Arab Emirates*     

Clara Morgan 《比较教育学》2018,54(3):285-308

Although scholars have examined the effects of global tests on national and regional educational governance, few researchers have studied their impact on education in the Arabian Gulf. This research fills the knowledge gap by studying the international spectacle of PISA, TIMSS and PIRLS results in Qatar and the United Arab Emirates (UAE) – two small rich states at the periphery of knowledge production processes. I argue that an analysis of these narratives reveals how global accountability discourses are translated into the Arabian Gulf context as truth claims that performance in league tables is an accurate and objective representation of educational quality. Four themes emerge from the analysis: integration of test results into national visions; measurement of educational progress based on test results; ranking of student performance; and policy changes to improve test results. In conclusion, I suggest that the over-dependence on global tests in defining educational quality in Qatar and the UAE erodes educational sovereignty and restricts the capacity of small states to develop and nurture alternative, indigenous and localised solutions for guiding educational reforms.  相似文献   

Play,puerilism, and post-modernism     

W. John Morgan 《Educational Philosophy and Theory》2018,50(14):1612-1613

  相似文献   

Teacher‐Child Oral Reading Interactions: how do teachers typically tutor?     

Kevin Wheldall  Susan Colmar  Beverley Quance  Judy Wenban‐Smith  Anne Morgan 《教育心理学》1992,12(3-4):177-194

This paper reports the results of three studies which examine the behaviours of teachers when hearing children read. In the first study, we examine the tutoring behaviour of 55 teachers listening to 8‐14‐year‐old low progress readers. In the second study, we report results on 31 teachers listening to very low progress readers aged 9‐16 years and, in the third, we discuss the findings from 55 teachers listening to young average progress readers aged 4‐8 years. The results suggest that, for all three groups of readers, most teachers tend to respond immediately most of the time to reader errors, allowing little or no time for readers to self‐correct. Teachers tend to respond to errors with a prompt on most occasions but this is more likely with low and very low progress readers than with young, average progress readers. Relatively low rates of praise were apparent in all three groups. We also found that a large number of readers in all groups were inappropriately placed on book levels which were too easy or (less frequently) too difficult, as against an appropriate instructional level.  相似文献   

Adolescents,Families and Television in Five Countries: implications for cross‐cultural educational research     

James Shanahan  Michael Morgan 《Learning, Media and Technology》1992,18(1):35-55

  相似文献   

Design-based research to broaden participation in pre-college engineering: research and practice of an interest-based engineering challenges framework     

Avneet Hira  Morgan M. Hynes 《European Journal of Engineering Education》2019,44(1-2):103-122

ABSTRACT

This paper presents a design-based research project undertaken to test and implement an interest-based engineering challenges framework for pre-college students. This work is motivated by the need for innovative engineering education practices in pre-college settings, and making engineering more inclusive for people from diverse backgrounds. The design-based research methodology can be challenging to implement as it comprises of multiple, cyclical research activities that provide challenges in documenting and communicating the larger study’s progress. This paper presents findings from this continuously evolving study, and also the design and implementation of this design-based research at roughly the halfway point for a four-year study. Each of the consequent versions scaffold to answer the broader research questions of the study pertaining to: engineering appealing to students’ personal interests, empowering underrepresented groups to find meaningful connections to engineering, leading more authentic engagement in engineering and design practices, and improving students’ attitudes and perception of engineering.  相似文献   

Accuracy in direct behavior rating is minimally impacted by completion latency          下载免费PDF全文

Evan H. Dart  Keith C. Radley  Aaron J. Fischer  Tai A. Collins  Mark D. Terjesen  Sarah J. Wright  Morgan McCargo  Ashley J. Hicks 《Psychology in the schools》2017,54(9):1123-1133

Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low‐inference assessments of behavior because they are designed to be completed immediately following a specified observation period of student behavior; however, in practice it is common for teachers and other respondents to delay completion of a DBR until they are reminded to do so. It is unclear what effect, if any, this latency between observation and DBR completion has on rater accuracy. Thus, the purpose of this study was to examine the effect of completion latency on accuracy in an analogue setting. Two‐hundred forty‐one undergraduate students (83.8% female) with a mean age of 21 participated across eight groups and were asked to complete an electronic DBR immediately after watching a video of student behavior or after a predetermined delay of 5 minutes, 15 minutes, 30 minutes, 1 hour, 2 hours, 4 hours, or 6 hours. A one‐way analysis of variance revealed that there was no statistically significant relationship between completion latency and DBR accuracy, F(7, 233) = .959, p = .46, η² = .028.  相似文献   

Global competition,coloniality, and the geopolitics of knowledge in higher education     

Riyad A. Shahjahan  Clara Morgan 《British Journal of Sociology of Education》2016,37(1):92-109

While scholars have analyzed global higher education (HE) competition, they have largely failed to address how global spaces of equivalence are tied both to coloniality and to competition. Using the OECD’s International Assessment of Higher Education Learning Outcomes (AHELO) as a case study and drawing on concepts from coloniality including Fanon’s zone of being/non-being and Mignolo’s geopolitics of knowledge, we reveal how coloniality underpins the desire for global spaces of equivalence through: the desire for opportunity and belonging; and the desire for recognition and pride. We illuminate how the nature of global competition is not simply tied to market-based economic or political rationalities, but also operates under psychosocial dimensions interlinked with belonging in the international community. We argue that AHELO represents the mediation and internalization of a HE competition focused on teaching and learning, which reproduces coloniality by valuing characteristics of the enterprising, globally competitive institution.  相似文献   

Career Development Among Ethnic and Age Groups of Community College Students   总被引：1，自引：0，他引：1  

Loretta Y. Teng  George A. Morgan  Sharon K. Anderson 《Journal of Career Development》2001,28(2):115-127

The purpose of this study was to examine differences in career development among four ethnic groups and two age groups of community college students in regard to their career goals, career preparation actions, and the number of job seeking strategies utilized. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (BPS: 90/94) of the National Center for Educational Statistics (NOES), U.S. Department of Education. Results suggest that there are statistically significant differences among the ethnic groups in six of the seven career goals; however, there are no significant differences between the traditional and non-traditional age groups in career goals. For career preparation action there are significant differences between the two age groups and also between Black/African American and White/European American students. There is no significant difference among the age or ethnic groups in the number of job seeking strategies utilized. These findings imply that student services providers, such as counselors, should be sensitive to community college students' backgrounds and experiences related to ethnicity and age. Individualized career-related workshops tailored to the career needs of specific student populations should be offered. The function of community colleges as providers of employment preparation can be enhanced by familiarizing students with accurate career information, considering students' ethnic backgrounds and their age.  相似文献   

Appropriation, Appreciation, Accommodation: Indigenous Wisdoms and Knowledges in Higher Education     

Douglas L. Morgan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,3(3):35-49

This paper focuses on differences between the underlying principles of Western science and the knowledges and wisdoms of Indigenous peoples in such places as Australia, Southeast Asia, Africa, and Central and South America. It notes changing phases in the approaches to Indigenous Wisdoms and knowledges, and highlights the shifts from appropriation to appreciation and then accommodation. Nevertheless, major tensions remain, both within and between Western science and Indigenous knowledges and appreciations. This creates challenges for institutions of higher education, as well as for other bodies.  相似文献