Different paths,one goal: Southeast Asia as knowledge society     

Anthony Welch 《Asia Pacific Journal of Education》2013,33(2):197-211

The article charts the extent to which selected societies of Southeast Asia can be seen as knowledge societies. Beginning from the premise that the global world of knowledge is changing from the former bipolar model of the West and the Rest, towards a more multi-polar world in which Asia figures more prominently, the analysis proceeds to use China, the most prominent example of this shift to the East, as a benchmark for Southeast Asia. Charting China's rising knowledge profile is followed by a consideration of the notion of a knowledge society, including the work of Nico Stehr and Manuel Castells, and its transformation into the contemporary, and more instrumental, knowledge economy. The five Southeast Asian states of Indonesia, Malaysia, Philippines, Thailand and Viet Nam are selected for analysis, revealing both a common intent of moving towards a knowledge society (often now more commonly expressed as a knowledge economy), but rather different outcomes, and knowledge profiles. National innovation indices are compared; as are research and development (R&D) measures, including by sector, production of papers and citations, and moves to develop “World Class” universities, against a backdrop of brain drain effects, and the differential impact of corruption.  相似文献   

Subject knowledge development by science student teachers: the role of university tutors and school‐based subject mentors     

Bernadette Youens  Susan McCarthy 《Research in Science & Technological Education》2013,31(3):293-306

Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered.  相似文献   

Telecommunications for interactive tutoring: the OU experience in the 1980s     

Bernadette Robinson 《Open Learning》2013,28(2):61-64

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Experimental validation of the belfield infant assessment profile     

Brendan J. Spelman  Bernadette A. McHugh 《Irish Educational Studies》2013,32(1):203-220

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Fatal child neglect: Characteristics,causation, and strategies for prevention     

Ginger L. Welch  Barbara L. Bonner 《Child abuse & neglect》2013

Research in child fatalities because of abuse and neglect has continued to increase, yet the mechanisms of the death incident and risk factors for these deaths remain unclear. The purpose of this study was to systematically examine the types of neglect that resulted in children's deaths as determined by child welfare and a child death review board. This case review study reviewed 22 years of data (n = 372) of child fatalities attributed solely to neglect taken from a larger sample (N = 754) of abuse and neglect death cases spanning the years 1987–2008. The file information reviewed was provided by the Oklahoma Child Death Review Board (CDRB) and the Oklahoma Department of Human Services (DHS) Division of Children and Family Services. Variables of interest were child age, ethnicity, and birth order; parental age and ethnicity; cause of death as determined by child protective services (CPS); and involvement with DHS at the time of the fatal event. Three categories of fatal neglect – supervisory neglect, deprivation of needs, and medical neglect – were identified and analyzed. Results found an overwhelming presence of supervisory neglect in child neglect fatalities and indicated no significant differences between children living in rural and urban settings. Young children and male children comprised the majority of fatalities, and African American and Native American children were over-represented in the sample when compared to the state population. This study underscores the critical need for prevention and educational programming related to appropriate adult supervision and adequate safety measures to prevent a child's death because of neglect.  相似文献   

Development of relationship stage measures     

S‐A Welch  Rebecca B. Rubin 《Communication quarterly》2013,61(1):24-40

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What’s he talking about? The communicative alignment between a teacher’s intentions and students’ understandings     

Bernadette Knewstubb  Carol Bond 《高等教育研究与发展》2009,28(2):179-193

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Making History,Making Humans     

Bernadette Baker 《Discourse: Studies in the Cultural Politics of Education》1999,20(3):357-380

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Inside Out: Head-Based Ontologies,Vision, and Temporality in the First Neuroturn     

Bernadette M. Baker 《Educational theory》2020,70(4):395-419

Since the early 1800s, mainstream Western discourses that entwined racializing and ableizing discourses have involved, among other things, particular notions of temporality and ways of privileging scopic regimes that presume surface-depth relations mediated by a theory of time and materiality. In this essay, Bernadette Baker analyzes the link between the production of visual surface-depth relations, the theorization of time, and the conception of matter in a high profile movement that today has been discredited. She takes as her case an instance of the first neuroturn (nineteenth century), specifically the physiognomy and phrenology in a textbook-style volume written by F. J. Gall. Translated and published in 1835, Gall's treatise discusses morality and the brain in relation to the shape of the head. The reconstitution of entitlement emerges through Gall's treatise via unexpected epistemological alliances that mark a shift in the architecture of medical perception and that build a bridge from the spirit to the flesh. While relatively humble in tone, Gall's content draws upon empirical and metaphysical reference points that have, in turn, become major legacies for the second neuroturn, education, and other social sciences to deal with. This essay thus examines pivotal horizons in the Gallian approach that, while discredited now as a pseudoscientific fad, raise many difficult questions that expose the link between seemingly oppositional political and intellectual commitments.  相似文献   

The precision of data obtained in large-scale science assessments: An investigation of bootstrapping and half-sample replication methods     

Wayne W. Welch  Douglas Huffman  Frances Lawrenz 《科学教学研究杂志》1998,35(6):697-704

Powerful computational procedures are now available to better determine the accuracy of statistical estimates derived from data that have unknown distributions or do not meet parametric requirements. These techniques are generally called resampling plans and include the recently developed bootstrap. Science educators often face the problem of nonnormal distributions especially when conducting large-scale assessments or evaluating national curriculum projects that require complex sampling plans. Resampling techniques permit the researcher to make inferences without the strong distributional assumptions needed for more traditional parametric approaches. In this study, the bootstrap and a simplified version of a half-sample replication are used to examine the precision of science test scores obtained in a large-scale evaluation of Scope, Sequence, and Coordination, a national science curriculum project. The resampling plans are described in some detail and the results are compared with those obtained from parametric methods. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 697–704, 1998.  相似文献