Making it real: The benefits of workplace learning in upper-secondary vocational education and training courses     

《Economics of Education Review》2014

In OECD countries, ‘real world’ upper-secondary vocational education and training (VET) programs are used to engage less academically oriented youth in learning, while helping to prepare them for post-school work and/or further education. In general terms, VET programs with high employer involvement, such as apprenticeship schemes, are considered to be superior to classroom-based VET programs that are typically found in many English-speaking countries. In this study, we examine outcomes from a potential ‘third way’: classroom-based VET with a short-term structured workplace learning component. Using propensity score matching and PISA data linked to information from the Longitudinal Survey of Australian Youth, we find this model is associated with higher school completion rates and better employment transitions.  相似文献   

新时代武术专业教育和学科建设的回顾与展望     

蔡仲林  刘轶 《中华武术(研究)》2020,(4):66-69

回顾新中国70年来,武术专业教育和学科建设的发展历程,认为武术历经“技艺、项目、课程、专业”四个转变阶段,逐渐支撑起民族传统体育的学科建设,走出了一条从传统到现代,具有中国特色的发展道路。新时代赋予武术专业教育和学科建设全面发展的新机遇,应从文化自信的历史角度,审视和创新本学科的理论建设与实践;从“双一流”建设的评价标准出发,规划和促进学科建设、专业教育、项目发展的共同提高;从“健康中国”的总体战略出发,指导和引领学科建设、人才培养、项目推广的协调发展。  相似文献   

Expatriate academics and transnational teaching: the need for quality assurance and quality enhancement to go hand in hand     

Antonia M. Lamers-Reeuwijk  Wilfried F. Admiraal  Roeland M. van der Rijst 《高等教育研究与发展》2020,39(4):733-747

ABSTRACT

In the past two decades, transnational education has been increasing and so has the need for staff to teach on these programmes. This study sought the views of non-Anglophone expatriate academics teaching transnationally in Oman by means of a survey and follow-up interviews. It highlights the challenges that they face in a teaching and learning environment that is academically and culturally new to them. These challenges relate mostly to the students, as they need extensive structured guidance, and to maintaining programme quality in meeting the learning outcomes, particularly critical thinking and writing in English. Teaching adaptation and quality assurance were less challenging. Findings indicate that for a more enhanced teaching and learning environment, both the provider and host institution need to continuously invest in face-to-face professional development addressing the challenges expatriate academics experience, and that the sole focus on quality assurance by provider universities is not sufficient to create this.  相似文献   

Assessments to evaluate bilinguals: The overdue discussion of the deaf and hard of hearing student population in the United States     

Leala Holcomb  Gloshanda Lawyer 《Psychology in the schools》2020,57(3):426-442

Assessment is a major part of the United States schooling system. Legal requirements make assessment a large part of practitioner responsibilities. The significance of assessment is, even more, the case for special populations such as bilingual hearing and Deaf and Hard of Hearing students, groups that are often the target of concern for English language development delays, differences, and/or disorders. In this article, we discuss the issues around assessing the language of Deaf and Hard of Hearing bilingual students in the United States. We highlight parallels between Deaf Education and hearing bilingual education in regard to language assessment, as well as discuss important distinctions such as the placement of Deaf Education within Special Education and working with two or more language modalities (e.g., signed, spoken, and written). In addition, alternative language assessment practices are discussed. We close this article by proposing ways for practitioners to satisfy legal and field mandates to assess Deaf and Hard of Hearing students while also applying best practices for assessing language skills in bilingual populations.  相似文献   

中小学线上教育影响因素及优化建议探究     

陆俊余 《科教文汇》2021,(10):138-140

在“互联网+教育”的背景下,教育信息化助推线上教育飞速发展,线上教育是推进教育课程改革、教育公平、教育普及的有效手段。中小学线上教育发展的影响因素包括学生身心发展特点、教育形式及内容、家庭教育环境、资源配置、投入力度等。新时代背景下,应坚持以发展、兴趣和需求为主,选择合适的线上教育课程;坚持“以人为本”的核心理念,提升线上教育质量内涵;重视家校合作,提高线上教育质量;加强数字资源配置,优化线上教育环境。这对促进中小学线上教育发展有着积极的作用。  相似文献   

浙江省第十五届大学生运动会高职高专院校竞赛成绩格局特征分析     

黄燕飞 《浙江体育科学》2020,(3):103-108

以文献资料法、数理统计法、比较法和逻辑归纳法等研究方法,通过对浙江省高职高专院校第十五届大学生运动会竞赛成绩的格局特征分析,得出以下基本结论:①十个大运会比赛项目分值赋分存在不均衡特征;②参赛院校在得分获奖能力方面具有明显的规模优势和类型强势特征;③十个大运会比赛项目具有十分明显的强校特征和获奖面局部离散性特征;④不同地域、不同性质院校在获奖能力方面的总体无差异性特征。在此基础上提出了实施三小球比赛得分两倍倍率激励制度设计,加强竞赛格局战略分析,科学谋划校外运动竞赛参赛整体计划,扬长避短,提升参赛绩效。运动竞赛整体强势学校须注重田径、游泳和三个大球类项目对整体获奖能力评价的重要贡献率,竞赛整体弱势学校可择取田径、羽毛球和游泳项目参赛获奖面相对较广、单项设置数较多的比赛项目等对策建议。  相似文献   

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships     

Toni Honicke  Matthew Fuller-Tyszkiewicz 《高等教育研究与发展》2020,39(4):689-703

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.  相似文献   

Bundled or unbundled? A multi-text corpus-assisted discourse analysis of the relationship between teaching and research in UK universities     

Adam Matthews  Ben Kotzee 《British Educational Research Journal》2022,48(3):578-597

Creating and disseminating knowledge through research and teaching has long been regarded as the hallmark of the modern university. However, new university business models have called into question the ‘bundling’ of teaching and research, and sustained research on the relationship between teaching and research has found little evidence of an insoluble connection between the two activities. In this article, we explore the relationship between teaching and research from the perspective of universities’ institutional discourse. We use corpus-assisted discourse analysis to examine the relationship between research and teaching as presented in two sets of institutional texts currently influential in UK Higher Education: Research Excellence Framework environment statements and Teaching Excellence Framework provider submissions (a total of 2143 documents and 12,492,071 words). Our findings show that, while universities emphasise the value of research to their teaching, they do not always emphasise (or sometimes even decry) the influence of teaching on their research. We empirically evidence that, according to what universities themselves write in institutional texts, teaching and research are not always in a mutually beneficial entanglement, but often rather a one-way relationship in which research expertise and institutional prestige are used to bolster claims of teaching excellence. This has implications for the communication of both the vision and the purpose of a university in regulatory exercises and wider policy, but also speaks to the broader idea and practice of being a university in the twenty-first century.  相似文献   

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities     

Pat Strauss 《高等教育研究与发展》2020,39(5):1013-1025

ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

Value for learning during this time of transformation: the first-year students’ perspective     

Shalini Dukhan 《高等教育研究与发展》2020,39(1):39-52

ABSTRACT

Formal education was used by the apartheid government to prepare black South Africans for manual labour, thus there was little curricular focus on the development of higher-order cognitive skills. With the abolition of apartheid in 1994, the education system was re-valued and re-evaluated to provide wider access to quality education; the focus of education policies moved towards the development of self-regulation and higher-order cognitive skills for all learners. There is now a generation of learners who have experienced their schooling in the transformed education system, and it would be useful to understand, from their perspective, what they value in their development of learning within the higher education space. This study answers the question ‘Post-apartheid, what learning methods and resources do first-years perceive to be valuable to their learning when they enter university?’ Participants included 344 students taking a Biology course provided to medical science students at a South African university in 2018. Two questionnaires were administered towards the end of a six-week lecture period, responses were evaluated quantitatively and qualitatively. The first survey, comprised of Likert-style questions, was conducted to determine the students’ views on the mechanisms which they used to support their learning. The second questionnaire comprised open-ended questions and focused on the students’ perception of their learning experience in the course. The findings show that there was a significant (p?<?.001) percentage of first-years who thought that rote-learning would suffice for examination preparation at university, and preferred to engage with their peers and the textbook before they engaged with their lecturers when navigating challenging concepts. Schwartz's model of social values is used to show that more needs to be done for the development of higher-order thinking and self-regulation when students enter university, and to mitigate alienation between students and staff.  相似文献