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21.
What is international about International Schools? An institutional legitimacy perspective 总被引：1，自引：0，他引：1
In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school’s medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such schools. These new forms of International School face particular challenges in establishing themselves legitimately as ‘international’. In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation which, by means of carriers, underpin the institutionalisation of organisations. We employ this framework to analyse and illustrate the legitimacy of a school’s claim to be an International School and also to bring to light the challenges that schools face in establishing a legitimate claim to be ‘international’. 相似文献
22.
Tristan McCowan 《Higher Education》2007,53(5):579-598
Access to higher education in Brazil is to a large extent restricted to the higher socio-economic groups. Public universities
have limited places and entry is determined by highly competitive exams, thereby excluding those who have not had a high quality
secondary education or attended an expensive preparatory course. There has been considerable growth in the private sector
to absorb the excess demand, but the majority of Brazilians cannot afford the fees. This paper develops a concept of equity
in higher education in which, firstly, there should be sufficient places in the system as a whole and, secondly, all people
should have a fair opportunity of attending the university of their choice regardless of socio-economic background. Recent
efforts to expand access are analysed, including incentives for the growth of private universities, student loans and the
new Prouni initiative, in which private institutions provide free places to low-income students in return for tax exemptions.
While these initiatives have the potential to increase the total number of places, they will not lead to an equitable expansion,
as disadvantaged students will still be confined to courses of lower quality or with lower subsequent value on the employment
market. Initiatives aimed at the public sector such as the introduction of quotas and changes to entry examinations are also
discussed. Finally, some implications for future policy development are outlined.
An earlier version of this paper was presented at the World Congress of Comparative Education Societies, Havana, 25th–29th
October 2004. 相似文献
23.
Physical education can be a powerful influence on promoting youth physical activity (PA). This review describes correlates of youth PA, examines how these factors have been targeted in physical education (PE) based interventions, and makes suggestions for PE pedagogy to promote PA. Perceived physical competence, enjoyment of PA, intention, direct help and support from parents and significant others, and opportunities to be active were consistently associated with youth PA. The large-scale PE-based PA promotion programs that were successful in increasing out-of-school PA applied a pedagogical framework targeting variables associated with motivation (i.e., perceived competence, enjoyment of PA, self-determination). PE based interventions should continue to address the nature of activities, but also utilize pedagogy that promotes psychological determinants of student motivation. 相似文献
24.
25.
Tristan Bunnell 《Africa Education Review》2016,13(2):181-195
The Geneva-registered International Baccalaureate (IB) celebrated its 50th anniversary as an organisational entity in 2014, having first appeared in 1964 as the International Schools Examination Syndicate. In January 2015 the 5,000th programme had appeared at a school in Albania. The IB, now offering four programmes, has moved significantly over recent years into state funded schooling, especially in the United States, and Ecuador. At the same time there has been no significant growth in Africa where the operational paradigm remains largely unchanged since the 1980s. The 76 schools in 25 countries located across the continent of Africa in mid-2015 accounted for just 1.8 per cent of all schools worldwide. Twelve countries in Africa had a solitary ‘international school’ offering the IB programmes. This paper is the first to address this situation. This article reveals the growth and extent of IB activity across Africa, and offers possible reasons for the ongoing dearth of schools. 相似文献
26.
Tristan Gleason 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):573-586
This article explores recent developments in the field of science and technology, and the work of Bruno Latour in particular, to problematize the nature of Nature in science education. Although science and technology studies, and the scholarship on science education alike, have become increasingly attentive to the antidemocratic habits of science as a way of knowing, less attention has been directed toward science's ontological commitments, and the politics that follow from a theory of Nature that is uniform, homogenous, and unchanging. Latour suggests that the Nature toward which scientific knowledge is directed serves as a transcendent authority with the potential to circumvent the democratic deliberations of a supposedly subjective social world. Rather than treating Nature as a social construct, Latour explores the methodological and political implications of a reality composed of plural worlds and multiple modes of being, and this article suggests that these theoretical tools offer exciting new possibilities in the field of educational case study research. 相似文献
27.
The global growth of the International Baccalaureate Diploma Programme over the first 40 years: a critical assessment 总被引：2，自引：0，他引：2
Tristan Bunnell 《比较教育学》2008,44(4):409-424
The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 1779 schools in 128 countries. It is shown how the initially Eurocentric bias of the global spread has become a distinct North American one. At present 35% of schools can be found in the US, whilst Africa accounts for only 2%. In 38 countries there is a single school offering the programme. The wider implications of this regional disparity are explored, concluding that perhaps the programme requires a more critical and planned growth strategy. 相似文献
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29.
Eric G. Sikorski Tristan E. Johnson Paul H. Ruscher 《Journal of Science Education and Technology》2012,21(6):641-651
The purpose of this study was to examine the effects of a shared mental model (SMM) based intervention on student team mental model similarity and ultimately team performance in an undergraduate meteorology course. The team knowledge sharing (TKS) intervention was designed to promote team reflection, communication, and improvement planning. Results reveal that the TKS intervention was partially effective in enhancing student team SMM and team scores on meteorology lab assignments. The TKS intervention has potential for use in science courses where a teaming approach is used. Similar interventions could likely be developed, empirically examined, and potentially employed to promote success in handling complex challenges while working in teams in the classroom and beyond. 相似文献
30.
Elena NovakAuthor Vitae Rim RazzoukAuthor Vitae Tristan E. JohnsonAuthor Vitae 《The Internet and Higher Education》2012,15(1):39-49
This paper presents a literature review of empirical research related to the use and effect of online social annotation (SA) tools in higher education settings. SA technology is an emerging educational technology that has not yet been extensively used and examined in education. As such, the research focusing on this technology is still very limited. The literature review has aimed at presenting a comprehensive list of SA empirical studies not limited to a particular research method or study domain. Out of more than 90 articles that were initially found, only 16 studies met the inclusion criteria. Among the included studies were eight experimental or quasi-experimental studies and eight evaluation/survey studies. The SA empirical research has provided some evidence regarding the potential effectiveness of integrating social annotation tools into learning activities. Findings from the gathered literature were synthesized to provide recommendations for using SA technology in educational settings. 相似文献