Internationalisation and indigenisation in Papua New Guinea’s universities: promoting authentic agency     

Jeanette Baird  Maretta Alup Kula-Semos 《Journal of Higher Education Policy & Management》2018,40(6):550-565

ABSTRACT

In uncertain times for higher education learning communities, the risks of societal and epistemic dependence on a single globally dominant set of academic knowledge practices are evident. Nonetheless, many higher education institutions in developing nations struggle to achieve international presence unless they uncritically adopt these dominant practices, even where they recognise the need to use and promote local knowledge systems. We explore these dynamics in postcolonial Papua New Guinea, through an assessment of the intentions for internationalisation of the six PNG universities and barriers to agency. Our approach recognises the dialectical relationship between ‘internationalisation’ and ‘indigenisation’. We suggest that a pervasive but narrow view of indigenisation, emphasising the localisation of university staff, has hampered other forms of both indigenisation and internationalisation, producing more stasis than synthesis within PNG’s universities. Effective international agency by PNG universities, and their partners, requires more critical and continuous discourse between the international and the indigenous.  相似文献   

Exploring the Co‐Development of Reading Fluency and Reading Comprehension: A Twin Study          下载免费PDF全文

Callie W. Little  Sara A. Hart  Jamie M. Quinn  Elliot M. Tucker‐Drob  Jeanette Taylor  Christopher Schatschneider 《Child development》2017,88(3):934-945

This study explores the co‐development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross‐lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.  相似文献   

Theory-based Correlations and Their Role in Children's Concepts     

Susan E. Barrett  Hervé Abdi  Gregory L. Murphy  Jeanette McCarthy Gallagher 《Child development》1993,64(6):1595-1616

Recent accounts of conceptual development have emphasized the important role intuitive theories play in concept formation; however, it is still not clear exactly how these theories exert their influence. We present evidence that elementary school age children use theories to link together specific features associated with individual concepts. The results of our first experiment indicate that theory-based correlations play a prominent role in typicality judgments and in decisions about category membership. In a second experiment, we demonstrate that children's theories play an important role in determining which attributes will be considered most central to the concept. The results of these studies suggest that feature correlations can serve to link children's concepts with their intuitive theories of the world.  相似文献   

A collaborative governance approach to improving tertiary education in Papua New Guinea     

Kaye Eldridge  Lisa Larry  Jeanette Baird  David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.  相似文献   

Ability,demography, learning style,and personality trait correlates of student preference for assessment method   总被引：1，自引：1，他引：0  

Adrian Furnham  Andrew Christopher  Jeanette Garwood  Neil G. Martin 《教育心理学》2008,28(1):15-27

More than 400 students from four universities in America and Britain completed measures of learning style preference, general knowledge (as a proxy for intelligence), and preference for examination method. Learning style was consistently associated with preferences: surface learners preferred multiple choice and group work options, and viewed essay‐type and dissertation options less favourably. Deep learners, on the other hand, favoured essay‐type and oral exams as well as final dissertations. Males favoured oral (viva voce) exams and females coursework assessment. Extraverts preferred multiple choice, oral, and group work assessment, while openness was positively associated with essays and oral exams but negatively associated with multiple choice and group work. Regression analysis showed that personality, learning style, general knowledge, and demographic factors accounted for 5–10% of the variance in preferred examination technique. Results in part replicate earlier studies and are discussed in terms of changes in examination methods.  相似文献   

Getting comfortable with being uncomfortable: a narrative account of becoming an academic developer     

Jeanette M Fyffe 《International Journal for Academic Development》2018,23(4):355-366

This article uses a narrative retelling of my journey to academic development to offer a new insight into induction initiatives: alongside a critical commitment to student learning, new academic developers need to build an informed and scholarly ‘idea of the university’. As universities renew focus on teaching and learning, student retention, and success, there is a corollary increase in new academic developers. Newcomers need a full picture of the field; induction that focuses on the narrow institutional context and aspects of best practice is unlikely to fully prepare new academic developers for tensions they may encounter.  相似文献   

The PCC ISNI Pilot: Exploring Identity Management on a Global,Collaborative Scale     

Michelle Durocher  Iman Dagher  Violeta Ilik  Chris Evin Long  Jeanette A. Norris  Isabel del Carmen Quintana 《Cataloging & classification quarterly》2020,58(3-4):438-448

Abstract

The Program for Cooperative Cataloging (PCC) conducted a multi-institution Pilot project to contribute metadata to the International Standard Name Identifier (ISNI) database. In addition to describing the goals, structure, and activities undertaken in the Pilot, this article examines some of the experiences of PCC metadata practitioners as they sought to incorporate ISNIs into their metadata workflows and pursue a wide range of ISNI use cases. Lastly, the article outlines next steps that flowed from the Pilot as the PCC has parlayed its newly developing identity management expertise into additional PCC program explorations.  相似文献   

Practice-Based Research in Social Work: A Guide for Reluctant Researchers,by Sarah-Jane Dodd and Irwin Epstein     

Jeanette Harder Ph.D. 《Journal of Teaching in Social Work》2013,33(5):578-580

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Strategic Engagement: New Models of Relationship Management for Academic Librarians     

Jeanette Eldridge  Katie Fraser  Tony Simmonds 《New Review of Academic Librarianship》2016,22(2-3):160-175

ABSTRACT

How do we best bridge the gap between the Library and the diverse academic communities it serves? Librarians need new strategies for engagement. Traditional models of liaison, aligning solutions to disciplines, are yielding to functional specialisms, including a focus on building partnerships. This paper offers a snapshot of realignment across the Russell Group from subject support to relationship management. It then follows the journey of a newly-formed Faculty and School Engagement Team. Techniques are explored for building relationship capital, anchored to a model Strategic Engagement Cycle. Theory is contrasted with the challenges of securing real buy-in to new ways of working amid diverging agendas and assumptions, notably within the Library itself. Consideration is given to the retention of aspects of subject librarian roles. Investment in a relationship management function demands staunch and ongoing commitment to fulfil its promise, not only from its performers but from across the library community.  相似文献   

Levels of experience: an exploration for learning design     

Jeanette Bopry 《Educational Media International》2013,50(1):83-89

The purpose of this paper is to introduce an organizer that I developed while working at the Institute for Educational Research in Jyväskylä, Finland.1 While I have referred to it in an earlier paper (Bopry, ), I have not formally described it in a published article. The organizer is based on my understanding of second order cybernetic theory, in particular the enactive theories of Humberto Maturana and Francisco Varela. It has helped me analyse instructional situations and has informed my practice. My task in this paper is to describe the organizer, relate it to the theoretical framework from which it has emerged and provide a warrant for its use in the field of educational technology. While I shall provide examples of how the organizer has been used, an extensive elaboration of its potential for learning design will appear in a second paper.

Les niveaux d’expérience: une exploration visant à l’apprentissage du « design »

Le but de cette étude est de présenter un organiseur que j’ai mis au point pendant que je travaillais à l’Institut de Recherche Educative de Jyväskylä en Finlande.1 Academy of Finland grant no. 37189. Je l’avais mentionné dans un article précédent (Bopry, 1998) mais je ne l’avais pas décrit de façon formelle dans un article destiné à la publication. Cet organiseur se fonde sur ma compréhension de la théorie cybernétique du deuxième ordre et en particulier des théories d’accomplissement de Humberto Maturana et de Francisco Varela. C’est ce qui m’a aidée à analyser des situations pédagogiques et à enrichir ma pratique. Mon rôle dans cet article est de décrire l’organiseur, de le relier au cadre théorique d’où il est issu et de fournir des garanties pour son usage dans le domaine de la technologie éducative. Ici je fournirai des exemples de la façon dont cet organiseur a été utilisé et une étude plus vaste de ses possibilités en matière de design pédagogique paraîtra dans un deuxième article.

Erfahrungsniveaus: Eine Untersuchung für Unterrichtsentwürfe

Mit diesem Beitrag soll ein Organisator vorgestellt werden, den ich entwickelte, als ich am Institut für Bildungsforschung in Jyväskylä, Finnland arbeitete.¹ Während ich schon in einer früheren Arbeit (Bopry, 1998) darauf verwiesen habe, fehlt noch eine formelle Beschreibung in einem veröffentlichten Artikel. Der Organisator basiert auf meinem Verständnis der “second‐order cybernetic theory”, vor allem der “enactive theories” von Humberto Maturana und Francisco Varela. Er hat mir geholfen, Unterrichtssituationen zu analysieren und hat meine praktische Arbeit geprägt. Meine Aufgabe in diesem Papier ist, den Organisator zu beschreiben, ihn auf den theoretischen Rahmen zu beziehen, in dem er entstanden ist, und eine Anleitung zu seinem Gebrauch im Bereich der Bildungstechnologie zu liefern. Während ich Beispiele dafür beifügen werde, wie der Organisator verwendet worden ist, erscheint eine umfassende Darstellung seines Potentials für Unterrichtsentwürfe in einem zweiten Papier.  相似文献