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Tulay Atay-Turhan Yusuf Koc Mine Isiksal Huseyin Isiksal 《Asia Pacific Education Review》2009,10(3):345-356
This article aims to describe and reflect on the new early childhood teacher education curriculum in Turkey. The new curriculum
is part of a large-scale reform agenda to improve education at all levels. The article begins with a brief history of early
childhood education and early childhood teacher education in Turkey. Then, the needs for the curriculum revision and major
characteristics of the revised curriculum are discussed. The article concludes with brief discussion about the innovations
and suggestions for future research dealing with the implementation and effectiveness of the revised curriculum 相似文献
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The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video case. Using content analysis techniques, we provided a thematic analysis of the teacher discourse and demonstrated the exchanges between the participating teachers and video case teacher. We also assessed the overall effectiveness of our online forum set up for the professional development of teachers. Results indicated that participant teachers were able to make theory–practice connections by articulating specific frameworks that guided our study. The inclusion of the video case teacher was beneficial for the other teachers in several ways. We contend that online forum discussions of video cases in which collective engagement of preservice and inservice teachers, and the case teacher have a great potential to support teacher professional development. 相似文献
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A vehicle system driven by two independent DC motors is presented here, one of which is used for the right wheel and the other is used for the left wheel. An adaptive compensator using Takagi-Sugeno fuzzy systems is proposed to control the vehicle system. The compensator includes an adaptive model identifier and adaptive controller. An online method is used to adjust the parameters of the identifier model to match the behavior model of the vehicle system. Then, the parameters of the identifier model are employed in a standard parallel-distributed compensator to provide asymptotically stable equilibrium for the closed-loop vehicle drive system, in which the velocity and direction angle of the vehicle are controlled. Results demonstrate that the proposed controller structure is robust to load changes and follows different trajectories very well. 相似文献
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Yusuf Kassam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(2):263-267
Conclusion This short report has reflected upon and illustrated the different ways and means by which formal, nonformal and informal modes of learning have been made to interact with each other in Tanzania. Integration to such an extent has been made possible both through structural changes in the educational system as well as through the operation of some specific learning programmes. The rationale for using such an integrative approach has also been outlined.The interaction between formal, nonformal and informal structures and modes of learning is certainly not comprehensive nor completely integrated, as is evident from the report. Rather, a rational start has been made in that direction within the overall framework of Tanzania's development goals and aspirations. 相似文献
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Yusuf Chisti 《European Journal of Engineering Education》2000,25(2):165-175
Training in process and plant design is an essential feature of biochemical engineering education. Training is also an accreditation requirement. The requisite training is provided through a selection of design-relevant courses and a design project of substantial scope. This article outlines the rationale for meaningful training in engineering design and considers the structuring, the expectations and the resources needs of biochemical engineering design education. Biochemical engineering differs in important ways from its chemical engineering parent discipline and this needs to be taken into account in developing a relevant design training programme for biochemical or bioprocess engineers. 相似文献
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The publication of the National Commission for Higher Education (NCHE) in 1996 was hailed as the first systematic attempt to map out a policy terrain for higher education in South Africa since the elections of April 1994. Its recommendations, particularly on the governance of higher education, elicited much discussion and debate. The debate continued (and continues) with the publication of the Green and White Papers, the Bill on Higher Education, and the Higher Education Act (HEA) in late 1997.This paper explores and seeks to clarify the emerging model of educational governance that has been accepted by the Ministry of Education in South Africa as the basis for managing and transforming the inherited system of higher education. Specifically, the paper considers the philosophy of “co-operative governance” and the governance recommendations of the NCHE Report and the HEA. These documents are examined in relation to state control and state supervision models of higher education governance. The paper concludes by considering the politics of policy development in the transformation of the South African higher education governance system. 相似文献
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The South African education system has witnessed significant changes since 1994 when the democratically elected government began the process of dismantling the inherited apartheid order. The primary focus of the transformation process was to address the twin imperative of equity and quality in education, particularly for the historically marginalised black population. A key aspect of this transformation process remains the development of alternative assessment policies. This paper reviews the changes focusing on the stated rationale as well as their underlying assumptions and implications for practice. It argues that the changes have in many respects addressed the most obvious effects of the previous apartheid systems. However, it notes that, notwithstanding the policy intentions, assessment policy since 1994 has favoured a measurement focused-approach in the classroom, which has hindered a shift towards an assessment for learning approach. This, it argues, is partly fuelled by the abiding belief in and commitment to classroom testing and examinations as well as external national assessments as the key criterion for reforming learning and teaching practices in the classroom. 相似文献
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