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排序方式: 共有133条查询结果,搜索用时 15 毫秒
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This paper argues that the health-related work of the RockefellerFoundation in Central Europe following the First World War flowed not somuch from geopolitical concerns as from the Foundation's ambition tocreate a global network in scientific medicine. It examines theassumptions and values that underpinned this project, and indicates someof the questions that these pose for today's world. 相似文献
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Colin Flood Page 《Higher Education Quarterly》1975,29(3):318-331
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For several years in distance education settings, teaching‐learning specialists have collaborated with subject specialists to produce learning materials. In such partnerships, while a major focus has been on production per se, another outcome has been the professional development of the subject specialist. This paper reports on a collaborative project where the development of learning materials served as a vehicle for quite comprehensive professional development. This paper argues that such an approach, where product development and professional development are intertwined, is most effectively facilitated on a one‐to‐one basis where the specifics of the process are tailored to the needs of the subject specialist. Such collaborations are also most likely to be effective if grounded in strong theoretical principles. The case study reported here was founded on principles of action research. 相似文献
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Tina M. Page 《师资教育杂志》2015,41(2):180-202
Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident. 相似文献
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Digital media as a reflective tool: creating appropriate spaces for students to become introspective
Lane Perry Lee Stoner Max Schleser Krystina R. Stoner Daniel Wadsworth Rachel Page 《Compare》2015,45(2):323-330
Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process. 相似文献
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Damien Page 《School Leadership & Management》2014,34(3):269-283
This article presents findings from a study of five head teachers who were responsible for the management of serious teacher misbehaviour (TMB) in England. In cases that included the downloading of extreme pornography on a school laptop and a sexual relationship with a pupil, the multiple impacts of TMB were potentially devastating to the well-being of pupils, staff and the reputation of the schools. The article highlights a number of strategies for managing serious TMB considered best practice by the head teachers as well as discussing other, more nuanced issues that accompany such cases including trust relations, the influence of gender and the difficulty of simultaneous immersion and detachment required of head teachers to effectively manage such cases. 相似文献