The complexities and challenges of regional education hubs: focus on Malaysia     

Jane Knight  Sirat Morshidi 《Higher Education》2011,62(5):593-606

The race to establish regional education hubs is a recent development in cross-border higher education. This article briefly examines the rationales and strategies used by three countries in the Middle East and three in South East Asia which are working towards positioning themselves as regional education hubs. The different approaches and purposes among the six countries highlight the need for a typology of education hubs. Three types are proposed: the student hub, the training and skilled workforce hub, and the knowledge/innovation hub. The final section of the paper takes a closer look at Malaysia??s cross-border education initiatives and its actions to establish itself as a competitive education hub in a region where Singapore and Hong Kong have similar intentions. Whether Malaysia has the ability to make a quantum leap from being a student hub to becoming a knowledge/innovation hub remains to be seen and appears to be an optimistic outlook.  相似文献   

Investigating university tutor perceptions of assessment feedback: three types of tutor beliefs     

Jinlan Tang  Colin Harrison 《Assessment & Evaluation in Higher Education》2011,36(5):583-604

Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional–autonomous–global (TAG), student‐centred (SC) and traditional‐local (TL). Follow‐up in‐depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture.  相似文献   

Issues in the development of children’s centres on nursery and primary school sites     

Jane Lewis  Cathy Finnegan  Anne West 《Educational studies》2011,37(4):435-445

This paper explores the development of children’s centres in England between 2004 and 2008, focusing on the newly created centres that have been located on primary and nursery school sites. Using both an analysis of policy documents and interview data from three urban local authorities, we examine the use of premises and the differing priorities of centre staff and school heads, particularly in relation to the balance of services between early years education, childcare and family support. We also explore governance issues, focusing especially on patterns of accountability. In so doing, we also examine the tensions that exist between children’s centres located on primary and on nursery school sites and the schools themselves.  相似文献   

(In)civility and adolescents’ moral decision making online: drawing on moral theory to advance digital citizenship education     

Harrison  Tom  Polizzi  Gianfranco 《Education and Information Technologies》2022,27(3):3277-3297

Education and Information Technologies - This article draws on moral theory to advance digital citizenship education and explore how adolescents aged 13–16 make decisions when confronted with...  相似文献   

国内外高校图书馆用户虚假信息辨识能力培养比较研究     

江艳萍  陈晓红  Wu Jane  夏琬钧 《大学图书情报学刊》2021,39(1):23-27,43

随着互联网新媒体的迅猛发展,虚假信息随之泛滥,作为高校信息中心的图书馆有责任和义务培养用户信息辨识能力。与一些做得较好的国外高校图书馆相比,国内高校图书馆对用户辨识虚假信息能力的培养不够系统和清晰,具体培训过程的趣味性、实用性及深入性有待提高。文章通过文献和网络调研法,对国内外知名高校图书馆虚假信息辨识培养相关的研究和实践成果进行对比、分析和总结,提出提升馆员媒介与信息素养能力及开展跨学科合作、建立识别虚假信息的指南和网站、建立虚假信息辨别指标体系和培养方法体系、设计实施培养媒介与信息素养的多元实践项目、构建基于信息真假辨识能力的评价体系等五个方面建议,期以有助于我国高校图书馆完善与深化用户虚假信息辨识能力的培养。  相似文献   

Rethinking difference and sex education: from cultural inclusivity to normative diversity     

Jane Haggis 《Sex education》2014,14(1):57-66

This paper aimed to problematise what is meant by ‘difference’ and consider what such a reinterpretation might mean for methodological interventions in sex education research. Our concern is the tendency for sex education research to treat difference as a set of categories to be ‘added-on’, such as religious difference, cultural difference and sexual plurality. The danger of this is that it leaves the normative unchallenged, confirming the hegemony of the heteronormative, unraced subject. Constructing difference as an ‘add-on’ fails to address how young people locate themselves in a world in which they negotiate their sexualities through complex ‘glocal’ routes in popular and youth culture. We argue that decentring methodological strategies are required which draw on critiques made by post-colonial and decolonising methodologies. In the first section of the paper, we review the problem of difference, and how it is considered within current debates in youth and sexualities research. This frames a reflection on rethinking our own methodological practices through a consideration of two research moments. In the conclusion, we propose a metaphorical framework to scaffold a reimagining of methodological approaches to ensure that the normative is always a question mark.  相似文献   

Organization development: a practitioner's guide for OD and HR     

Jane Keep 《Action Learning: Research and Practice》2014,11(2):241-243

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Gallery One at the Cleveland Museum of Art     

Jane Alexander 《Curator: The Museum Journal》2014,57(3):347-362

How can art museums use interpretive technology to engage visitors actively in new kinds of experiences with works of art? What are the best strategies for integrating technology into the visitor experience? In 2012, the Cleveland Museum of Art responded with Gallery One, an interactive art gallery that opened to stakeholders on December 12, and went through a six‐week testing period before its public opening on January 21, 2013. Gallery One drew from extensive audience research and was part of a major building and renovation project in which CMA reinstalled and reinterpreted the entire permanent collection in new and renovated gallery spaces. The end result was an innovative and robust blend of art, technology, design, and a unique user experience that emerged through the collaboration of staff across the museum and with outside consultants.  相似文献   

Access — the Problem and Potential     

Michael J. Harrison  Director 《Higher Education Quarterly》1990,44(3):193-214

The article sketches the centrality of 'access' to Government thinking but questions the compatibility of this ideological commitment with the current funding regime. Whilst focussing upon the success of 'access courses' in promoting alternative, high quality routes to higher education it indicates the depth of cultural and institutional change required if access and mass higher education are to become realities. By clearly distinguishing between expansion and opening access, the article makes some pragmatic suggestions as to how the latter can be achieved.  相似文献   

Buros Bulletin     

Barbara S. Plake  Jane Close Conoley  Jack J. Kramer  Linda Ulrich Murphy 《Educational Measurement》1989,8(4):20-21

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