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Dennis Soltys 《比较教育学》2015,51(2):179-195
This qualitative analysis describes the socialist legacy in the governance of higher education within the former Soviet-led member countries that entered the European Higher Education Area (EHEA) between 2001 and 2010. In joining the EHEA these countries signed on for the Bologna Process (BP), but are not members of the European Union. The analysis is based on EHEA BP Country Reports and a survey of Western academic literature and sources from the former-socialist region. It is argued that ministries of education are little engaged with academic and civic communities, in large part because policymakers underestimate the depth of the cultural and institutional changes that are necessary for educational reforms. Therefore, deep convergence of the new signatory countries to the EHEA via the BP has not occurred. Concurrently, West European measures intended to empower educational communities operate perversely in the post-socialist region, characterised by low civic and state capacities. The over-emphasis on bureaucratic checks and controls negates two important aspirations of Bologna: on the one side, university autonomy, empowerment of faculty, and development of local communities; and on the other side, the free flow of international knowledge. Without an adjustment of policies, the prospects for effective reforms are dimmed. 相似文献
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Dennis Adams 《Educational Media International》2013,50(3):158-163
Abstract The article discusses how sections of a video can best be used in the instructional process by activating the minds of students and using their reactions to viewing to produce intellectual action. It gives some suggested schemes for this activity and shows how technological forces can become energies of change. 相似文献
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Although research on Tier 2 interventions for early mathematics is accumulating, such efforts remain far behind those for reading, especially regarding specific features such as the ideal time to begin an intervention. The present study investigated the effectiveness of a Tier 2 intervention using a single subject multiple baseline, across-groups design with two cohorts of second graders. Because the two cohorts of students were given the intervention at different times during the second grade year, the study also documented whether the timing of the intervention affected acquisition and retention of second grade mathematics competencies. Finally, the study tracked student performance up to the first semester of the third grade year to document any sustained effects. The results show that the supplemental intervention was effective for both cohorts, but differences in performance indicate that the timing of the intervention may affect the degree of success. In addition, for some participants, the positive effects of the intervention were sustained into the third grade year. 相似文献
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