SOME REFLECTIONS ON BERTRAND RUSSELL'S PHILOSOPHY     

JAMES VAN PATTEN 《Educational theory》1965,15(1):58-65

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Quality Assurance in an Academic Unit: A Case Study     

L. GELDERS  A. PROOST  C. VAN DER HEYDE 《European Journal of Engineering Education》1993,18(4):369-374

Total quality management (TQM) is a philosophy that is now accepted worldwide in the business environment. However, in higher education, quality management is not widespread. Quality efforts are mainly limited to specific tasks, such as course development, curriculum design, laboratory certification, etc. The Division of Industrial Management at K. U. Leuven decided in 1990 to develop and implement a total quality approach in its organization. This process recently resulted in a total quality system based upon the implementation of a quality handbook. This paper describes this unique experience of TQM in an academic unit.  相似文献   

The Introduction of Portfolios in Higher Education: a comparative study in the UK and the Netherlands     

JOS BEISHUIZEN  PATRIS VAN BOXEL  PHILIP BANYARD  ALISON TWINER  HELLE VERMEIJ  & JEAN UNDERWOOD 《European Journal of Education》2006,41(3-4):491-508

This article describes a comparative study of the introduction of student portfolios in two departments of the Vrije Universiteit Amsterdam in the Netherlands and Nottingham Trent University in the UK. Portfolios are designed to facilitate effective management of lifelong learning, to provide a record of achievements and to encourage self-reflection by students.
The justifications for the portfolio initiative are different in the two countries. At the Vrije Universiteit, the initiative arose within the University but is being implemented by individual faculties. There is no standard model of implementation. At Nottingham Trent University, portfolios are being introduced as a response to a government directive, as part of a lifelong learning portfolio that each individual will carry forward into their working life. The University's response to this imperative is top-down and a University-wide model is being sought. The department model is one of several models that are being evaluated for this purpose.
This research project investigates whether these alternative starting points lead to differential responses from student users or not. Data are drawn from quantitative (questionnaires) and qualitative (interviews with managers, consultants and teachers) sources. Similarities and differences in students' responses to the portfolio exercise are identified and discussed in terms of factors such as the way the portfolios are introduced, the incentives offered to complete them, the role of the lecturer and peers in the monitoring of study progress, the quality of self-regulative skills, and students' learning expectations.  相似文献   

A community of practice as an inclusive model to support children with social,emotional and behavioural difficulties in school contexts     

Johan Botha  Elias Kourkoutas 《International Journal of Inclusive Education》2016,20(7):784-799

Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life.  相似文献   

Secular youth and religious practice: candle lighting in Norwegian folk high schools     

Johan Lövgren 《British Journal of Religious Education》2018,40(2):124-135

Although large international studies have defined Norway as one of the most secular countries in the world, Christian folk high schools in Norway have experienced record high attendance. This paper presents case studies of the religious education (RE) and practices of two Christian folk high schools in Norway. A survey shows that students at these schools can be considered representative of the confessional backgrounds and stated values of their cohort of Norwegian youth. The studied institutions have the declared goal of offering RE, of which an on-campus worship service is a central element. A large portion of the student body attends these services. Using a reconstruction of Etienne Wenger’s theory of communities of practice, the author analyses student participation in the school worship service, specifically in the act of candle lighting. Observations and student interviews indicate that the service can be described as a reflective practice representing a dialogic form of religion. This article contributes an analysis of the distinctive form of RE offered by Christian folk high schools in Norway. In a broader sense, it contributes to the understanding of secular youth and their relation to religious practice.  相似文献   

The tale's the thing: Northrop Frye's theory applied to the teaching of tales in the elementary school     

Johan L. Aitken 《Interchange》1976,7(2):63-72

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Training for Technology Entrepreneurs     

FABIAN MONDS  DICK VAN BARNEVELD 《European Journal of Engineering Education》1988,13(4):447-454

New technology-based business enterprises need qualified and highly motivated entrepreneurs with access to technical resources, facilities and expertise. This paper describes two training programmes for graduate technologists, which assist the transition from full-time education to successful entrepreneurial activity. The programmes are the European Technology Entrepreneurs Programme (ETEP) operating in Northern Ireland and in the Republic of Ireland, and Tijdelijke Onderemers Plaatsen (Temporal Entrepreneurial Placement, TOP) which operates in the Twente region of the Netherlands. Both programmes are sponsored by partnerships of universities and public authorities. The structures and features of ETEP and TOP, and the operating experiences since 1984, are described and discussed. It is concluded that technology entrepreneur development can be accelerated with the support of programmes such as ETEP and TOP. Arrangements for continued collaboration between the centres involved now includes participation in the EC SPRINT programme.  相似文献   

PREDICTION OF GRADE POINT AVERAGES IN NURSING SCHOOLS USING SECOND-ORDER MULTIPLE REGRESSION MODELS     

CHERYL L. REED  JOHN F. FELDHUSEN  ADRIAN P. VAN  MONDFRANS 《Journal of Educational Measurement》1972,9(3):181-187

The present study was concerned with the prediction of first year grade point averages of associate degree nursing students. The primary objective of this investigation was to determine whether the inclusion of quadratic and/or interaction terms in a regression model would improve the prediction of student nurses' grade averages. The predictor battery included cognitive, biographical, and personality variables. Results indicated that interaction and quadratic terms improve both the predictability of grade point averages and the replicability of these predictions. The inclusion of higher order terms in prediction research is suggested as a means of improving predictive efficiency.  相似文献   

Visibility and differentiation: systemic testing in a developing country context     

Ursula Hoadley  Johan Muller 《Curriculum Journal》2016,27(2):272-290

Why has large-scale standardised testing attracted such a bad press? Why has pedagogic benefit to be derived from test results been downplayed? The paper investigates this question by first surveying the pros and cons of testing in the literature, and goes on to examine educators' responses to standardised, large-scale tests in a sample of low socio-economic status (SES) schools in the Western Cape, South Africa. The paper shows that teachers and school managers have an ambivalent attitude to tests, wary of the reputational costs they can incur, but also curious about the differentiated picture test results can give them as they learn to ‘read’ the underlying codes embedded in the results. The paper concludes that a focus on what tests make visible and a recognition of the pedagogic agency of teachers points to potential pedagogic benefits of systemic tests.  相似文献   

Reflections: Institutional impact is a problem with possibilities     

Johan C. Van Bruggen 《Studies in Educational Evaluation》1987,13(3)

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