Using the university archives to demonstrate real research

This essay describes an assignment that I used in an undergraduate Victorian studies course and encourages other instructors to modify it to meet their needs and the needs of their students. Working with the staff of the Archives and Special Collections Department of the institution where I teach, I developed an assignment that would allow students to work in the library to perform genuine primary research on Victorian topics. The result was a written report (500–1,250 words) and an oral presentation to the class. Working with handwritten records, nineteenth‐century books and newspapers, students gained a deeper appreciation for the research process. In addition to examining a particular assignment, the essay also explores the larger problem of teaching undergraduate students about research.     

A Review of Career Development Research in Australia and New Zealand from 1995–2000

This paper provides a review of career development research studies publishedin Australia and New Zealand between 1995 and2000. The review has grouped the literatureaccording to the categories of careerdevelopment theory, career developmentconstructs, career-related decision-making,gender, cultural comparisons, career programsfor children and training programs for adults.These groupings were created to correspond withthe main focus of each study.     

Using images to promote reflection: an action research study in Zambia and Tanzania

This paper focuses on the use of images to promote reflection and analysis of inclusive practices. The image-based work was set in the context of a two-year action research study, which took place in Tanzania and Zambia, 2001–2003, in collaboration with researchers from the Enabling Education Network (EENET), based at the University of Manchester's School of Education. This study, entitled, 'Understanding Community Initiatives to Improve Access to Education' involved the use of a wide range of processes to promote reflection, analysis and documentation, including a range of different types of images. We reflect here on the learning, which took place among the researchers in all three countries in using images as a basis for reflection on inclusive education.     

Learning from the apprentice: an account of action research practice in a university department

An action research project, managed by a graduate student, resulted in the development of an academic website as an effective internal and external communication tool. The main focus of the investigation was to uncover the tacit knowledge held by staff in the Department of Management Communication through a series of in-depth interviews, a focus group, and informal conversations to facilitate the development of a website which effectively captured this knowledge. The cyclical nature of the action research methodology provided the flexibility to ensure that issues could be addressed as they arose; although the relative unfamiliarity of staff with action research methodologies created other barriers to be overcome. The key outcome for the staff was that they became aware of the extent of the tacit knowledge and resources available in the department; they valued these, and they utilised them effectively. The research highlights the different learning outcomes experienced by the student researcher, supervisors and departmental colleagues.     

新生代农民工职业发展路径探究

本文基于新生代农民工的群体特征,从微观视角上分析无边界生涯时代产生＂民工荒＂的原因,认为研究如何引导新生代农民工寻求适合的职业发展通道,具有现实必要性和紧迫性。针对农民工问题的复杂性应根据新生代农民工是否留城的意愿及发展方向分层分类地对其职业发展通道进行探究,提出双重型、螺旋型、跳跃型等多种职业发展路径选择。     

厘清权利性质是落实高校办学自主权的关键

落实高校办学自主权是深化高等教育体制改革的关键,然而由于对办学自主权的性质认识不清,导致落实无力.权力与权利是两个不同的法理概念,办学自主权是高校的基本权利,厘清权利性质是落实高校办学自主权的关键.实现高校办学自主权利的回归,首先高校自身要把落实办学自主权看作是权利的回归而非权力的赋予;其次要积极主动地行使自己的基本权利;再次,政府部门、全社会法律制度等要对高校正确行使办学自主权予以支持和尊重.     

研究型大学的本科质量观研究

研究型大学本科质量观研究是当前高等教育理论与实践研究中的重点、难点和前沿问题.从探究研究型大学的本质特征出发,从研究型大学的人才现、培养目标观、课程观、教学观、教学管理观和质量评价观六个方面对研究型大学的本科质量观做了探索性的研究.     

Five years of strategic environmental assessment efforts at a research university: A case study of an organizational innovation

This study examined the emergence and subsequent five-year history of environmental scanning at a large research university. Proponents of strategic approaches to management in organizations usually recommend environmental scanning as a necessary support for effective decision making. The technique seeks to build systematic understanding of the external environment of the organization, via ongoing reconnaissance of relevant developments in technology, the economy, the political and legal arenas, and the larger society. Scanning's fit with educational organizations may be problematic, however. Over time, scanning efforts on the campus studied here became less theory-based and less centralized, and scanning failed to become an institutionalized innovation. The difficulties in institutionalizing scanning are traced to six factors: limitations posed by organizational structure, an absence of powerful champions, constraints from the organizational culture, the existence of a policy vacuum surrounding scanning efforts, the daunting demands of such efforts themselves, and questionable articulation with the fundamental goals and mission of the institution. The analysis suggests that the generic scanning model seems unlikely to win acceptance in research universities without substantial modification.His research and his teaching focus upon organization and policy in higher education. Among his current research projects are an investigation of the changing demography of the professoriate and a study of the effects of the ongoing centralization of higher-education governance at the state level in the U.S. His Ph.D. is from Stanford University.His primary focus is assisting academic disciplines and institutions in developing ecologically sensitive curricula and sustainable practices.He received his Ph.D. from the University of Michigan.     

影响研究性学习实施的因素及对策

研究性学习是基础教育课程改革倡导的高中生物新课程理念之一．从研究性学习的概念和特征入手,论述了影响研究性学习实施的因素,探讨并阐述了针对影响因素采取的有效对策．     

研究性学习引入大学英语精读情境教学模式的实证研究

通过对研究性学习及其特点的论述,首先提出了一套基于情境的大学英语精读研究性教学模式,其基本框架为:情境设置—问题提出—建构与交流——反思与总结,然后通过实例演示该教学模式的基本操作,最后通过实验说明该教学模式的实际效果。     

新西兰“政府主导”学前教育发展的举措及其启示

新西兰是一个非常重视学前教育的国家.普及率高、幼儿入学年龄分布广,已成为新西兰“政府主导”模式下学前教育发展的显著特征.为推进学前教育公平、优质发展,新西兰政府采取了一系列措施,主要包括:完善学前教育政策法规、加大学前教育政府投入、严格学前教育机构注册标准、加强师资队伍建设、设置科学合理的课程、加大对弱势群体的补偿教育等.我国政府在充分重视学前教育的同时,应在具体举措上向新西兰政府学习,加大投入和建设的力度.     

大学生学习自由与高校学分制教学管理制度改革探析

本文从保障学生学习自由权出发,认为保障大学生学习自由是高校教学管理制度改革的应有理念,反省高校教学管理制度中存在的制约学习自由的缺陷,提出高校学分制教学管理制度完善的具体措施。     

对国内外职业规划教育发展状况的思考

文章阐述国外职业规划教育的特点、发展趋势及我国职业规划教育的现状以及发展滞后的原因,通过比较分析指出,应使社会各界充分认识职业规划教育的重要性,积极探索职业规划教育在我国的实施途径和方法,并建立起职业规划教育的社会支持体系。     

Improving Achievement Using Digital Pedagogy: Impact of a Research Practice Partnership in New Zealand

This present study reports the impact of a research–practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to iteratively develop and test changes to the pedagogy. Results indicate moderate to large effect sizes in writing, and small effect sizes in reading and mathematics. Results also indicate increasing effects over time in reading and writing, but not in mathematics. Educational effects included greater use of discussions by teachers and greater use of open-ended activity types. These outcomes are discussed in relation to features of the partnership as well as digital pedagogy.     

以就业为导向的学风建设探析

高校加强以就业为导向的学风建设,要将学风建设与学生的中长期利益即就业利益结合起来,探索以就业为导向的学风建设的对策。     

Capacity building for school improvement: a case study of a New Zealand primary school

Capacity building is now mentioned synonymously with school improvement in much of the literature with an absence of debate on the implications of political, social and economic trends. This article explores capacity building in one low decile, multicultural, New Zealand primary school. The research, positioned within an interpretivist paradigm, utilises a case study and grounded theory approach to explore four aspects: 1. processes that enhance improvement; 2. internal and external influences on capacity building; 3. wider societal factors that influence the development of capacity; 4. links between capacity building and improvement. This article suggests that capacity building for school improvement is time and context dependent and is unique to the setting. It occurs in response to individual, collective and systemic need in ways that sustain equilibrium while moving towards improvement. The paper explores key attributes of capacity building: vision; stakeholders as change agents; school culture; professional development. Practices that are examined include knowledge production and utilisation; division of labour; roles and responsibilities; a switching-on mentality. These groups of factors lend themselves to a discussion of four important themes in the capacity building and school improvement process: situated activity; connectedness; leadership, governance and management; outcomes. This article concludes that the confluence of these contributing factors enables tensions and needs of context to be managed in ways that ensure equilibrium of people, school and system while moving in the direction of improvement.