Contesting discourses in higher education curriculum restructuring in South Africa     

Paula Ensor 《Higher Education》2004,48(3):339-359

This article describes effortsfrom the mid-1990s in South Africa to reshapehigher education curricula, and the responsesof universities to a series of policyinitiatives concerned with higher educationcurriculum reform. Pressures of globalisationand the local challenges of reconstruction anddevelopment formed the context in which highereducation curriculum restructuring occurred.Two discourses, acredit-accumulation-and-transfer discourse anda disciplinary discourse, have shaped educationpolicy making in South Africa since themid-1990s, particularly in higher education.Policy initiatives to re-shape higher educationcurricula are discussed, as well as the ways inwhich science and humanities faculties atuniversities have responded to theseinitiatives. A typology of different curriculumforms is presented which suggests that in spiteof the influence of the credit exchangediscourse in policy documents, undergraduatecurricula continue to be presented on a largelydisciplinary basis.  相似文献   

How research might inform the debate about early reading acquisition     

Keith E. Stanovich  Paula J. Stanovich 《Journal of Research in Reading》1995,18(2):87-105

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A career entrenchment model: Theoretical development and empirical outcomes     

Kerry D. Carson  Paula Phillips Carson  C. William Roe  Joyce S. Phillips 《Journal of Career Development》1996,22(4):273-286

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The Child Care Center Director: Policy Perspectives on Increasing Requisite Qualifications     

Paula Jorde-Bloom 《Early education and development》1990,1(3):185-204

While the prevailing wisdom in the literature supports the proposition that the early childhood center director is the “gatekeeper to quality”, little is known about the type of formal and informal training center directors have had and their attitudes about the appropriateness of that training. The lack of reliable data about center directors has hampered efforts by child care advocates around the country to press for licensing standards that are reasonable and enforceable, yet also promote quality. This article provides a framework for understanding the many issues related to requisite qualifications. It synthesizes the research regarding directors' education, experience, and training and provides policy recommendations for the licensure of personnel assuming this position.  相似文献   

A framework for analyzing the contribution of educational technology to learning     

Ceris Bergen  Paula Kingston 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(1):58-60

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Transgressive Daughters: student autobiography and the project of self‐creation     

Paula M. Salvio 《Cambridge Journal of Education》1990,20(3):283-289

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Research 101: Tools for Reading and Interpreting Early Childhood Research     

Angela C. Baum  Paula McMurray-Schwarz 《Early Childhood Education Journal》2007,34(6):367-370

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Illuminating the ‘boy problem’ from children's and teachers' perspectives: a pilot study     

Paula Louise Hamilton  Louise Jones 《Education 3-13》2016,44(3):241-254

The apparent educational underperformance of boys has received phenomenal attention worldwide for many years. In the UK, it has led to various government reports and policies aimed at raising boys' achievement. This small-scale qualitative-interpretive pilot study, undertaken in one urban primary school in North Wales, reports the findings from exploring boys', aged six to seven years, perceptions of education. It also presents teachers' perceptions of how boys' learn and what they regard to be visible gender differences in the classroom. The research suggests that although many boys within this age group seemed generally positive about school and learning, certain issues were emerging for some boys that, if not addressed, could result in disengagement and/or underperformance. Factors include: issues related to boys' reading and literacy; boys' preference for screen-based, digital devices; gender binaries in relation to learning styles and behaviours; gender-specific syndromes; and teacher concerns about the impact of a ‘feminised’ education sector. The objective of this paper is to examine, after decades of research studies and government reports, what do we really know about the perceptions of young male learners and their experiences within the context of the primary classroom?  相似文献   

Performance indicators for research and cultural creation activities in polytechnic higher education institutions: a consensus building approach     

Biscaia  Ricardo  Melo  Ana I.  Machado  Isabel  Figueiredo  Hugo  Rosa  Maria João  Rocha  Paula 《Tertiary Education and Management》2020,26(3):281-294

Tertiary Education and Management - This article presents a set of performance indicators based on the Portuguese case for managing the performance of research and cultural creation activities and...  相似文献   

Lexical prosody as an aspect of oral reading fluency     

Paula J. Schwanenflugel  Rebekah George Benjamin 《Reading and writing》2017,30(1):143-162

The purpose of the study was to determine whether the lexical compounding, suffixation, and part of speech aspects of lexical prosody rendered while reading text aloud are predictive of children’s developing oral reading fluency and reading comprehension skills. Ninety-four third grade children were recorded while reading aloud a grade-level passage targeting lexical prosody contrasts related to suffixation, compounding, and part of speech. Children also completed assessments on reading fluency, word reading efficiency, and reading comprehension skills. Prosodic measurements of pitch and amplitude for each syllable of the targeted words, and spoken head word length in ms for targeted compound words, were carried out. Spectrographic analyses indicated that children generally displayed appropriate prosody for each lexical prosody contrast examined. The extent to which children made these prosodic distinctions between syllables was related to their reading fluency and comprehension skills. The study finds that, in the oral reading of connected texts, children’s use of lexical prosody is an aspect of general reading prosody that is predictive of reading fluency.  相似文献