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1.
This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which ‘value’ in TNE is constructed in different host contexts is revealed. The paper brings to light the ‘voices’ of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage. 相似文献
2.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
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| Claire Howell MajorEmail: |
3.
It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum. 相似文献
4.
教育男生和女生:对性别平等教育的启示 总被引：2，自引：0，他引：2
性别平等教育长期被视作教育中的次要问题,教育学界对此也存在不少误解。“零和式”的教育使性别平等问题走向了极端。性别平等教育的目标不仅使女生享有平等的教育的机会,同时也使男生受益。打破教育体制中固有的性别成见才是实现平等教育的根本途径。 相似文献
5.
The importance of storytelling in social, cultural and educational contexts is well established and documented. The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social interaction. The present study builds on earlier curriculum orientated research with a view to describe patterns of social and story‐oriented interaction during storytelling. The stories dealt with sensitive topics raised by family carers who wished the young person with PIMD to understand. Behavioural observation during storytelling sessions explored changes in engagement while semi‐structured interviews with parents and professionals explored the extent to which the experience had benefitted the young person with respect to the sensitive topic. Positive changes in engagement with the story were shown for seven of the eight participants. For six of the seven, a parent and a professional agreed that the outcome of the experience positively enabled the participant to cope better with the sensitive topic. The specific multi‐sensory storytelling factors leading to these outcomes are discussed, as is the issue of proxy reporting and determining the nature of understanding in people with PIMD. 相似文献
6.
Amedeo D'Angiulli Linda S. Siegel Stefania Maggi 《Learning disabilities research & practice》2004,19(4):202-213
Socioeconomic gradients and growth‐mixture model trajectories of word‐reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy‐intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and word reading was significant in two of the three subgradients identified in English‐language learners (ELL), and in the only gradient identified in children with English as first language (L1). With more instruction, SES effects progressively disappeared and ELL and L1 gradients became identical. The trajectories showed that ELL and L1 children of middle‐SES level improved similarly as they progressed through Grade 5. However, at the lowest and highest end of the SES spectrum, the ELL children improved more than the L1 even though in kindergarten they were the most at risk for reading failure. The results suggest that the literacy‐intensive program may have reduced the negative influence of SES on word‐reading development. 相似文献
7.
Envisioning a meaningful future and academic engagement: The role of parenting practices and school‐based relationships 
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下载免费PDF全文 Nancy E. Hill Belle Liang Maggi Price Whitney Polk John Perella Mandy Savitz‐Romer 《Psychology in the schools》2018,55(6):595-608
In contrast to the focus on short‐term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long‐term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future‐oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n = 624). Parental and school‐based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African‐Americans and Whites, and across grade and parental education levels are discussed. 相似文献
8.
Drawing upon a project on British transnational education (TNE) programmes offered in Hong Kong, this paper interrogates the capacity development impact of TNE on the students, the Hong Kong Government and the programme providers. It addresses the questions: ‘What capacity is being developed in TNE operations?’ and ‘For whom?’ Our findings reveal multiple capacities at play. As TNE has been traded between British and Hong Kong universities and facilitated by the Hong Kong Government's laissez-faire doctrine, as a commodity in the neoliberal trade-in-education regime, students' interests are often sidelined. This paper calls for a critical reflection on this TNE model. 相似文献
9.
在近些年，意大利社会和经济研究所已经和博物馆专家以及地方政府合作了多个生态博物馆项目。这给予了我们机会去比较多个不同地区、不同的生态博物馆在建立和生存过程中所遇到的问题，以及怎样面对它们。 相似文献
10.
Chris Beaumont Maggi Savin-Baden Emily Conradi Terry Poulton 《Interactive Learning Environments》2013,21(1):125-141
This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within Second Life (SL) for undergraduate courses in health care management and paramedic training. Evaluation was primarily qualitative, using illuminative evaluation which provided multiple perspectives through interviews, focus groups and questionnaires with designers, facilitators, learning technologists and students. Results showed that SL provided a rich, engaging environment which enhanced authenticity of the scenarios, though there were issues of access and usability. The article concludes by drawing together the lessons learned which will inform educators who seek to design and develop learning scenarios in this medium. 相似文献