The Magellan project: Developing global citizens through independent study abroad     

Tori Haring‐Smith 《About Campus》2011,16(5):9-12

Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience.  相似文献   

The Perceptions of Administrators Concerning the One Florida Initiative     

Adriel A. Hilton  ;Patricia A.Green-Powell  ;Crystal L. Joseph  ;Linda G. Knight 《美中教育评论》2011,(2):233-238

The purpose of this study was to discover the perceptions of Florida law school administrators on the impact of the OFI （one Florida initiative） and the addition of two MSI （minority serving institution） law schools on diversity in Florida＇s legal profession. This research explored the impact of Governor Bush＇s EO （executive order） on diversity within the SUS （state university system） of Florida law schools. Further, this study examined the impact of the creation of two MSI law schools after implementation of the OFI, as perceived by the administrators. The concept of CRT （critical race theory） provides modern legal debates outlining the usefulness of historical civil rights policies in opinionated climates. This study will examine the role of CRT in relation to affirmative action and desegregation case law. CRT forms the framework for examining the impact of the creation of two MSI law schools in the state of Florida. In conclusion, this study found that minority representation in law schools has improved in Florida as a result of the OFI as well as the addition of two MSI law schools. Black representation, however, continues to lag behind other races, particularly the Hispanic population. This study concluded that the OFI has helped improve minority representation in the legal profession.  相似文献   

Classroom behavior of children and adolescents with learning disabilities: a meta-analysis     

W N Bender  J K Smith 《Journal of learning disabilities》1990,23(5):298-305

Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed.  相似文献   

Teaching imaginary children: University students’ narratives about their Latino practicum children     

Eugene Matusov  Mark Philip Smith 《Teaching and Teacher Education》2007

This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children.  相似文献   

Book review of Levinas and the philosophy of education [EPAT-Jan-2019-0021]     

Leslie Smith Duss 《Educational Philosophy and Theory》2020,52(5):575-577

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MORALITY, CIVICS, AND CITIZENSHIP: VALUES AND VIRTUES IN MODERN DEMOCRACIES     

Stacy Smith 《Educational theory》2000,50(3):405-418

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The deployment and training of teachers for remote rural schools in less-developed countries     

Linda Ankrah-Dove 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(1):3-27

In less-developed countries schools in remote rural areas are likely to be poor in quality. One important aspect of this in certain contexts is the comparatively low quality of teachers and the high rate of teacher turnover in rural schools in these areas.It is likely that contributory factors are the ways in which posting and transfer procedures operate, inadequate preparation and support for teachers, and their own characteristics, values and interests. For purposes of analysis, two models are suggested which illuminate the policy assumptions behind different strategies used to try to remedy the situation. The rural deficit model tends to encourage the use of compulsory posting and incentives while the rural challenge model searches for better ways of preparing teachers for service in remote rural schools.From analysis of the literature, the author suggests that there are four inter-related features of contemporary teacher-education programmes which have potential and should be developed if good teachers are to be attracted to and retained in remote rural schools. These are field-based preparation, teamwork in training, community support of training and the recruitment and preparation of local teachers. A few examples of schemes employing these principles are described briefly.

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Zusammenfassung In weniger entwickelten Ländern sind die Schulen in abgelegenen ländlichen Gebieten oft von minderwertiger Qualität. Einen wichtigen Aspekt davon bildet die Unzulänglichkeit der Lehrer und der häufige Lehrerwechsel.Zu den verantwortlichen Faktoren gehören wahrscheinlich die Einstellungs- und Versetzungsverfahren (unzureichende oder unangemessene Vorbereitung und Unterstützung der Lehrer) und deren eigene Charakteristiken, Werte und Interessen. Zu Analysezwecken werden zwei Modelle vorgeschlagen, welche die den verschiedenen Strategien zur Verbesserung dieser Situation zugrundeliegenden Annahmen beleuchten. Das ländliche Mangel-Modell soll die Anwendung von Zwangsversetzungen und Anreizen fördern, während das ländliche Herausforderungs-Modell nach besseren Vorbereitungsmethoden für Lehrer in entlegenen Landschulen sucht.Aus einer Analyse der einschlägigen Literatur folgert der Verfasser, daß es vier miteinander verknüpfte Eigenschaften von Lehrerbildungsprogrammen gibt, die Potential haben und entwickelt werden sollten, wenn Landschulen gute Lehrer anziehen und behalten sollen. Diese Eigenschaften sind feldbezogene Ausbildung, Teamwork in der Ausbildung, Unterstützung der Ausbildung durch das Gemeinwesen und Anwerbung sowie Ausbildung örtlicher Lehrer. Ein paar Beispiele von Programmen, in denen diese Prinzipien zur Anwendung kommen, werden kurz beschrieben.

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Résumé Dans les pays les moins développés, les écoles des campagnes reculées sont généralement d'une qualité inférieure. L'un des aspects importants de cette situation est, dans certains contextes, la qualité médiocre des enseignants et le taux élevé des mutations dans le personnel enseignant de ces écoles rurales éloignées et isolées.Il est probable que les facteurs contribuant à cet état de choses sont les procédés de nomination et de transfert (préparation inadéquate, soutien insuffisant des enseignants) et leurs propres caractéristiques, valeurs et intérêts. Deux modèles sont proposés à l'analyse et éclairent les assumptions gouvernementales par les diverses stratégies mises en oeuvre pour tenter de remédier à la situation. Dans le cas de la carence rurale on a tendance à encourager les nominations coercives et les mesures d'incitation, tandis que dans le cas du challenge rural on recherche de meilleurs moyens de préparation des enseignants au service dans les écoles des campagnes reculées.En s'appuyant sur l'analyse des écrits inspirés par ce sujet, l'auteur avance qu'il existe quatre caractéristiques corrélatives des programmes de formation actuelle de l'enseignant présentant un potentiel et qui doivent être développées si l'on veut attirer les bons enseignants et les retenir dans ces écoles rurales. Ce sont: la préparation sur le terrain, le travail en équipe pendant la période de formation, le soutien de la communauté apporté à cette formation, le recrutement local et la préparation locale des enseignants. Quelques exemples de systèmes mettant ces principes en pratique sont brièvement décrits.

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Dissecting values in the classroom     

Smith J 《New scientist (1971)》1992,134(1820):31-35

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ERASMUS: THE EUROPEAN COMMUNITY'S HIGHER EDUCATION ACTION PROGRAMME IN ITS FIRST YEAR     

Alan Smith  Fritz Dalichow 《Higher Education in Europe》1988,13(3):39-47

On 14 May 1987, the Education Ministers of the Twelve reached agreement on the European Community Action Scheme for the Mobility of University Students (ERASMUS). With a total of 85 million ECU** ** One ECU is worth approximately $ 0.8131 United States dollars. View all notes earmarked for its initial phase (1 July 1987 to 30 June 1990), the programme will aim at encouraging increased student and staff mobility throughout the European Community by means of the creation of a European University Network, the award of grants to individual students, arrangements for the mutual recognition of qualifications and courses or parts of courses, and a range of additional supporting measures. In the following article, the authors will examine, in some detail, the Actions provided for in the Programme, which was formally adopted by the Council on 15 June 1987.

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Developing a virtual engineering management community     

Bill Hewitt  Moray Kidd  Robin Smith 《European Journal of Engineering Education》2016,41(2):220-230

The paper reviews the lessons of planning and running an Engineering Management practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe, compliant and reliable projects and operations worldwide. The programme concentrates on the why and how of leadership and judgement in managing the engineering of large and small projects and operational support. Two intensive residential weeks are combined with a virtual learning environment over one year. Assessed assignments between and after the residential weeks provide opportunities for individual reflective learning for each delegate through applying concepts and the lessons of case studies to their experience, current challenges and expected responsibilities. This successful partnership between a major global company and a university rich in research and teaching required a significant dedication of intellectual and leadership effort by all concerned. The rewards for both parties and most importantly for the engineers themselves are extensive.  相似文献