'Accreditation' of engineering studies: Formal systems versus individual responsibility     

Guy Brusselmans 《European Journal of Engineering Education》2000,25(1):3-8

The globalization of the world's economy (and its labour market) reveals a growing need for graduate mobility. In this free global market, educational institutions are under increased pressure to show their intrinsic value, to define and guarantee their quality and to show continually their relevance to their communities and national governments (often the main financial stakeholder). Accreditation of degrees (and institutions) by a recognized international authority (or by an international network of recognized national authorities) is often quoted as the solution to address the needs of mobility and quality assurance. I believe that the process of accreditation is not the fundamental answer to these needs. Accreditation in education can be a stabilizing factor in a small-scale economical system, but it fails on a large (global) scale. The reason for this is that any accreditation scheme judges quality in an arbitrary way. The key to opening up free mobility of competencies and to leveraging quality education is to develop a system to measure objectively an individual's competence. A system that makes the abstract notion of 'competence' tangible to anyone, but that leaves the judgement open to the ones who need to judge…  相似文献   

Play to win! Using games in library instruction to enhance student learning     

Guy J. Leach  Tammy S. Sugarman 《Research Strategies》2005,20(3):191-203

Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions.  相似文献   

Use of the Bambara language in training young people: An experiment in rural Mali     

Guy Belloncle 《Prospects》1980,10(1):107-115

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Growing Pains: The Dearing Report from a European Perspective     

Guy Neave 《Higher Education Quarterly》1998,52(1):118-136

The United Kingdom, like most of its European partners has achieved 'mass' higher education and Dearing has tried to come to terms with the implications of this and move the debate a stage forward from mass higher education to the learning society, embracing a much wider range of clients and forms of post school education and training. The responsibilities of individual students to manage their own learning experiences are much nearer the centre of the picture than has hitherto been normal in UK universities and colleges. There are similarities between the proposed qualification structure with stopping off points at the end of each full time year and the arrangements which have been in operation in France for some years. There are other examples of proposed convergence with continental models, not least the increase in class size and the assimilation into higher education of casual lecturers.
In contrast the paper also draws attention to the growing role of the state (disguised as the nation) in higher education and the associated 'juridification' which seems to be on the wane in Europe. Britain seems well set to discover that feature once decried as quintessential of the overmighty European State, namely the avalanche of ministerial circulars and decrees which ensured cohesion and compliance but also imposed heavy burdens on university managers.  相似文献   

Book reviews     

Walter Hahn  Guy Cellerier  Wolfgang Wilhelm  Jindra Kulich  Robert J. Havighurst  Bryan T. Peck  Annegret Körner  Rodney Skager  Renate Nestvogel  J. H. Sislian  John J. Bergen  Peter W. Kahl  Tony Bates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):523-544

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Creating an Ofsted story: the role of early years assessment data in schools’ narratives of progress     

Alice Bradbury  Guy Roberts-Holmes 《British Journal of Sociology of Education》2017,38(7):943-955

This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their every-day practice, in order to show how children make continual progress. The need for a narrative of progress as children move up through the primary school, an ‘Ofsted story’ for the school inspection service, is discussed alongside recent policy which requires a ‘baseline’ assessment at age four. We argue that there is a reification of progress in schools and early years settings, and that this changes the status of early years within the sector.  相似文献   

“That’s a Big Bad Wolf!”: Learning through Teacher-Child Talk During Shared Reading of a Story Book App     

Neumann  Michelle M.  Merchant  Guy 《Early Childhood Education Journal》2022,50(3):515-525

Early Childhood Education Journal - Touch screen tablets and story book apps provide opportunities for teachers to support young children’s shared reading experiences. Much research has...  相似文献   

Taking a Different Route: Contribution of Articulation and Metacognition to Intervention With At-Risk Third-Grade Readers     

Guy Trainin  Kathleen M. Wilson  Malinda Murphy-Yagil  Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195

This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.  相似文献   

Bishop Memorial Lecture 1994: the Library Association Medical,Health and Welfare Libraries Group 1978–92     

Guy A. Robinson 《Health information and libraries journal》1995,12(2):131-131

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Measurement of water in water-power installations     

Guy Bartlett 《Journal of The Franklin Institute》1926,201(3):310

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