Global University Education: Some Cultural Considerations     

Leslie Croxford 《Higher Education in Europe》2001,26(1):53-60

Global education is advancing rapidly as a result of recent developments in communications. Yet cyber universities and on-line study are never likely to replace, altogether, the traditional terrestrial locations that also globalize higher education. These places on the ground bring with them human populations, each with its own culture. So culture needs to be taken into account, especially if any given system of education is to venture into foreign societies. Such cultural issues are the focus of this article. More particularly, it considers the cultural tensions provoked by the requirements that American liberal arts education imposes on different constituencies of foreign students with respect to study skills.  相似文献   

Going Wi-Fi in Canada: Municipal and community initiatives     

Alison Powell  Leslie Regan Shade   《Government Information Quarterly》2006,23(3-4):381

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Blogging to Build a Community of Assessment          下载免费PDF全文

Leslie Gordon 《Assessment Update》2015,27(3):1-16

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Conditions,contexts, and controversies of truth-making: Rigoberta Menchú and the perils of everyday witnessing and testimonial work     

Leslie Roman 《International journal of qualitative studies in education》2013,26(3):275-286

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New insights into brazilwood lake pigments manufacture through the use of historically accurate reconstructions     

Tatiana Vitorino  Leslie Carlyle  Vanessa Otero 《文物保护研究》2016,61(5):255-273

A multi-analytical approach for the study of brazilwood and its lake pigments was carried out based on historically accurate reconstructions. Recipes for brazilwood lakes from the fifteenth century technical text Livro de como se fazem as cores and the Winsor & Newton nineteenth century colourman's archive were reproduced and compared. Both primary sources allowed for the successful preparation of brazilwood lake pigments with colours that vary from light pink to dark red. The main steps and ingredients for the manufacture of these pigments were common in both sources, particularly the addition of Al³⁺ in the form of alum, and calcium carbonate (chalk). Reconstructions revealed that the latter acts as a pH buffer and filler, controlling the pH at which the lake pigment precipitates. The main difference between the two sources is that the nineteenth century recipes give the quantities for all ingredients, the precise temperatures and time, and achieved higher relative pigment yields (75% versus 45%). Full chemical characterisation of the reconstructions provided detailed information on the individual steps in the pigment manufacture and revealed that the presence of calcium sulphate dihydrate (gypsum) in the final pigment was a result of its formation in situ. Infrared, reflectance, and fluorescence spectroscopy proved to be essential and complementary techniques: while infrared was used to characterise additives and binders, reflectance and fluorescence data were fundamental for identifying the chromophore. The pigments and paints produced can now be used as standards for the identification and investigation of brazilwood lake pigments found in artworks.  相似文献   

Integrating expanded school mental health programs and school‐based health centers     

Mark D. Weist  Amy Goldstein  Leslie Morris  Tanya Bryant 《Psychology in the schools》2003,40(3):297-308

This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003.  相似文献   

教师专业化与教师应对教育改革的能力   总被引：1，自引：0，他引：1  

Leslie N.K.Lo  卢乃桂  梁雁 《开放教育研究》2007,13(2):9-14

本文论述的是中国教育改革发展变化过程中的教师专业化问题,所以提出这一问题的背景,是联合国教科文组织讨论了“全民教育”的各项活动和中国教育改革.当前教育改革的目的,在于提高个体和全民发展的能力.因此,教育质量成为人们日益关注的重要问题.教师的工作职能是要推动教育改革的各项措施得到实施.本文认为,“信息时代”的要求和“知识经济”的兴起,使人们对人才的特点有了新的理解,也证实了在教育儿童和青少年成为未来工作者和公民方面存在的不足.综观中国教育改革,它是一个被迫出现的过程,导致学校对教育改革的反应不灵敏.教师作为专业人员,应该支持改革,但是他们的效能还是存在一定的问题.本文进一步认为,中国教师当前面临的主要问题是不具备应对改革的能力.有关研究表明,教师工作的本质及其关注的问题与教育改革的预期大相径庭.这一问题即使通过行政命令、在职培训、或者投入更多的教育资源也难以解决.本文认为,进行全面改革的同时,要改革学生评价和选拔制度,从文化和社会层面上来思考教师职业,树立新的教师专业发展理念.  相似文献   

Promoting federal support for educational research in Canada     

W. Todd Rogers  Leslie D. McLean 《The Australian Educational Researcher》1987,14(3):3-20

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The impact of educational television     

Charles MacIntyre  Franklin Fearing  Charles F. Hoban  William Kay Archer  Leslie B. Greenhill  Paul W. F. Witt  Murry S. Miron 《Educational technology research and development : ETR & D》1961,9(6):281-292

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Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems     

Leslie Jordan Albert  Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.  相似文献