促进教育公平与卓越：澳大利亚全国教师专业标准述评     

张利静 《江苏教育研究》2011,(7):58-61

为了促进教育的公平与卓越,建设世界级的教育体系,澳大利亚政府从提高教师质量入手,2011年颁布了新的全国教师专业标准。新标准围绕三项专业要素——专业知识、专业实践和专业发展,把教师的专业发展划分为四个连续的哜段。标准最大的特点是强调教师的关键性作用,为澳大利亚青年提供优质的教育,注重社会各界人士的合作。  相似文献   

澳大利亚维多利亚州基础教育体育课程简介     

张军 《大连教育学院学报》2015,(1):28-29

对澳大利亚维多利亚州基础教育学校体育课程的标准、目标、内容、实施和评价方式进行介绍,分析澳大利亚基础教育体育课程的优势,探寻完善我国体育课程的方法。  相似文献   

We hear you: Listening to the perspectives of families regarding the education and opportunities for children in special school settings     

Fiona Forbes  Tania Aspland 《Support for Learning》2023,38(3):146-153

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Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020     

Stefanie Sze Wing Chan  Matthew A. M. Thomas  Nicole Mockler 《British Educational Research Journal》2023,49(2):231-247

Alternative teacher education programmes have emerged in many countries as a new approach to recruiting, educating and placing teachers in underperforming schools. The media plays an important role in framing perceptions of these programmes and their teachers, including in Australia, but this has not been the subject of significant research to date. This study examines how one alternative teacher education programme—Teach For Australia (TFAus)—has been positioned and framed within the news media since its inception. It critically analyses the portrayal of TFAus and concomitant educational discourses to explore their connection to larger issues surrounding teacher education and teaching quality. Drawing on an analysis of 122 print/online media articles, we identify narratives related to prestige, benevolence and the ‘alternative’ nature of the programme, alongside a narrative critical of TFAus. Despite this critical narrative, in investigating and opening up a dialogue on the perceptions and depictions of TFAus, we posit that the programme—although controversial in nature—has generally benefited from print media coverage, advancing its reputation as a major contributor to education reform and champion of educational equity.  相似文献   

如何开展科研元评价：来自英澳的启示     

杨佳乐 《科技管理研究》2022,(17)

科研元评价发挥着监测科研评价目标达成、完善科研评价方案制定、发现科研评价执行偏差、优化科研评价实施方式、改进科研评价结果使用等重要功能。英国和澳大利亚将元评价作为其科研评价体系保持与时俱进的治理机制,在元评价主体、内容、方法、结果及使用方面对我国建立健全科研元评价制度具有启发价值。具体而言,元评价主体应坚持学术同行与最终用户相结合,元评价内容坚持实证评价与价值评价相结合,元评价方法坚持定量评价与定性评价相结合,元评价结果使用坚持总结性评价与形成性评价相结合。但不容忽视的是,英澳两国的评价规模远小于中国,在评价负担上差异明显,因而必须在参考借鉴域外经验基础上探索适合中国国情的科研元评价制度。  相似文献   

澳大利亚运动心理学的发展及其对我们的启示   总被引：2，自引：0，他引：2  

季浏 《山东体育学院学报》1997,(1)

对澳大利亚运动心理学的历史、训练、实践标准、研究现状和未来的方向等进行了介绍，并提出了我国运动心理学工作者需重视的两个问题  相似文献   

中、美、澳、加四国奥委会官方网站网络技术应用的比较   总被引：1，自引：0，他引：1       下载免费PDF全文

刘畅 《武汉体育学院学报》2007,41(10):23-28

对中国、美国、澳大利亚和加拿大4个国家奥委会官方网站的网络技术应用进行了比较研究,从网络安全、查询与搜索、网站地图、数据库检索功能、网站开发语言、网站导航系统、导航元素标记和多语言版本支持等方面的分析发现,中国奥委会网站在提供多语言版本信息及各语言版本的用户友好程度等方面领先于美国、澳大利亚和加拿大奥委会网站,但在其他技术应用方面仍有不足和待完善之处。建议中国奥委会网站提高网络安全意识,关闭PING服务,加强搜索的纠错功能和搜索系统的检准/提示功能,使用网站地图功能,加强用户可配置的数据库检索服务,选用英语国家的习惯用词作为网站英文版本导航系统的标记,提高网站内部相互链接度和提高多语言版本的同步程度,以使中国奥委会网站跻身世界一流体育网站,更好地适应2008年奥运会的需要。  相似文献   

Government research evaluations and academic freedom: a UK and Australian comparison     

Ann Martin-Sardesai  Helen Irvine  Stuart Tooley  James Guthrie 《高等教育研究与发展》2017,36(2):372-385

Performance management systems have been an inevitable consequence of the development of government research evaluations (GREs) of university research, and have also inevitably affected the working life of academics. The aim of this paper is to track the development of GREs over the past 25 years, by critically evaluating their adoption in the UK and Australian higher education sector and their contribution to the commodification of academic labour, and to highlight the resultant tensions between GREs and academic freedom. The paper employs a literature-based analysis, relying on publicly available policy documents and academic studies over the period 1985–2010. GREs are a global phenomenon emanating from new public management reforms and while assessments of university research have been welcomed, they have attracted critique based on their design, the manner in which they have been applied, and the unintended consequences of their implementation on academic freedom in particular. Consistent with international research on the impact of GREs, Australian research assessments appear to be undoing the academic freedom that is central to successful research. Further empirical research on the impact of GREs on academics is urgently needed.  相似文献   

Public libraries,digital literacy and participatory culture     

Ian McShane 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):383-397

In recent years public libraries have experimented with user-generated or community-contributed content through the interactive tools of Web 2.0. For some commentators this not just establishes a new relationship between libraries and their publics, but signals the end of information hegemony and an ‘expert paradigm’. Such claims need to be treated with caution. This article argues that public library experiments with user-generated content can be more usefully analysed in the context of wider institutional mandates around literacy, civic engagement and access. This article critically examines some recent library developments in this field, with a particular focus on Australian libraries.  相似文献   

Remote access laboratories in Australia and Europe     

H. Ku  T. Ahfock  T. Yusaf 《European Journal of Engineering Education》2011,36(3):253-268

Remote access laboratories (RALs) were first developed in 1994 in Australia and Switzerland. The main purposes of developing them are to enable students to do their experiments at their own pace, time and locations and to enable students and teaching staff to get access to facilities beyond their institutions. Currently, most of the experiments carried out through RALs in Australia are heavily biased towards electrical, electronic and computer engineering disciplines. However, the experiments carried out through RALs in Europe had more variety, in addition to the traditional electrical, electronic and computer engineering disciplines, there were experiments in mechanical and mechatronic disciplines. It was found that RALs are now being developed aggressively in Australia and Europe and it can be argued that RALs will develop further and faster in the future with improving Internet technology. The rising costs of real experimental equipment will also speed up their development because by making the equipment remotely accessible, the cost can be shared by more universities or institutions and this will improve their cost-effectiveness. Their development would be particularly rapid in large countries with small populations such as Australia, Canada and Russia, because of the scale of economy. Reusability of software, interoperability in software implementation, computer supported collaborative learning and convergence with learning management systems are the required development of future RALs.  相似文献