地方大学内涵发展:是啥,为啥,做啥

地方大学作为高等教育体系的重要组成部分,如何立足实际,寻求内涵发展是新时期摆在地方大学面前的一个重要课题。内涵发展是地方大学落实科学发展观的根本要求,是解决地方大学发展困境的现实需求,也是提升地方大学的办学水平和质量,实现服务区域经济发展的客观需要。为此,地方大学应从实际出发,通过构建科学合理的人才培养模式、加强特色化的学科建设以及大学文化建设,健全教师激励制度等,坚持走内涵发展之路。     

Visual Culture Art Education: Why,What and How

Recognising that many art educators are increasingly using the term visual culture, rather than art, to describe their central concern, the author examines why this development is taking place, what visual culture might mean in the context of art education, and how pedagogy might be developed for visual culture. The paper draws on attempts by both art educators to redefine their field and others outside art education who are attempting to define visual culture as an emerging trans‐disciplinary field in its own right.     

Education and Learning for the Elderly: Why,How, What

Seventy‐seven children of divorce and their selected grandparents completed questionnaires that included a demographic section, the Family Adaptability and Cohesion Evaluation Scale‐II (FACES II; Olson, Bell, &; Portner, 1982) to assess their relationships, and an instrument designed to identify shared activities and desires in these areas. Partners had similar present and future perceptions of relationship and activity factors. All participants desired future increases in both areas. Grandchildren and grandparents connected emotional bonding with grandparents’ listening, keeping them safe, and gift giving; grandparents also thought a good relationship with the custodial parent was important. Most healthy and least healthy subgroups were identified. Membership in the healthiest group was related to geographic proximity, feminine gender for both partners, and being married and employed full‐time for grandparents. Grandparents who were related by blood to custodial parents, had a good relationship with them, and negotiated their role were more likely to have a healthier relationship. Helping professionals are encouraged to explore these variables as they help family members negotiate the grandparent‐grandchild relationship, use skill training to foster development in areas amenable to change, and use supportive tactics in areas of liability.     

Early Education for Spatial Intelligence: Why,What, and How

Spatial representation and thinking have evolutionary importance for any mobile organism. In addition, they help reasoning in domains that are not obviously spatial, for example, through the use of graphs and diagrams. This article reviews the literature suggesting that mental spatial transformation abilities, while present in some precursory form in infants, toddlers, and preschool children, also undergo considerable development and show important individual differences, which are malleable. These findings provide the basis for thinking about how to promote spatial thinking in preschools, at home, and in children's play. Integrating spatial content into formal and informal instruction could not only improve spatial functioning in general but also reduce differences related to gender and socioeconomic status that may impede full participation in a technological society.     

Planning HRD Interventions; What,Why, and How

There is a large body of literature on the instructional design process but little information about the planning practices of Human Resource Development (HRD) practitioners, those who may be devising training or organization development interventions. This article describes qualitative research conducted on the planning processes of five experienced HRD practitioners. Results indicate that subjects had similar mental models of the planning process, portraying the general framework as: a) discerning the desired outcomes, b) understanding the current situation, and c) designing a process to meet the needs. They characterized the planning process as holistic and iterative, involving the use of scenarios, and paradoxical in nature. This paper will identify how the subjects' values, beliefs, and principles of practice influenced their planning. It will also describe techniques used by the subjects to enhance their planning, which involved activating internal resources (prior experience), seeking external resources (reading, talking to others), and tapping into their subconscious for insights or answers. Implications for education, practice, and further research on the planning practices of HRD practitioners will be proposed.     

中外合作大学的品牌建设:为何,何为与何作为

伴随着中外合作大学的发展,品牌建设应该成为促进中外合作大学顺利办学的关键路径.品牌建设是中外合作大学应对教育市场激烈竞争的选择,是维系大学机构持续发展的需要,亦是增进社会公众对大学信任度的产物.从品牌理论视角分析,结合中外合作大学的主要特性,重点探讨了中外合作大学品牌建设的战略思路,认为中外合作大学的品牌目标确立应以教育消费者满意度提升为核心定位,品牌质量的打造应以培养国际型人才为重要内容,品牌形象的塑造应以理念、行为和视觉识别系统的完善为关键策略,品牌传播的开展应以大学国际知名度提升为主导方向.     

Towards a research training curriculum: What, Why, How, Who?

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’.     

Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why,What, and How

In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting sociocultural integration. To illustrate the ways that research has informed practice to better meet the needs of ELs, we also present initiatives by the Wisconsin Department of Public Instruction that have helped propel a vision of equity and diversity at both the school and district level. We conclude by providing additional resources that leaders can use to promote the professional growth of the school.     

Teacher Stress: What It Is,Why It's Important,How It Can be Alleviated

Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.     

综合·为何综合·怎样综合

学生综合能力的提高有赖于认知结构的构建，良好的认知结构直接受学校课程设置、学科知识的构成、教师传播知识的方法等影响。只有通过良好的综合课程的设置、综合的学科知识的构建，才能实现学生综合能力的培养与提高。     

浅谈实习生说课能力的培养

通过剖析“说课”的内容和作用 ,论述了实习生开展“说课”活动的好处 ,以及培养实习生“说课”能力的途径     

论教育测试的内涵及目的

本文采用文献回顾的方式，探讨了教育测试中的两个基本问题：测试的内涵及测试的目的。在本文中，测试指对学生的学习表现进行测评或评价。本文强调，测试的根本目的在于促进学生学习、促进教师教学以及促进学校的教学管理。换言之，测试旨在提高教育质量，培养优秀人才，而不仅仅局限于对学生的学习结果做出评价。     

课堂观察:为何与何为

自从有了课堂教学以来,观察课堂的行为就一直存在.但是,作为一种科学方法的课堂观察至今仍然是"一项被遗漏的教师专业能力"①.在传统听评课制度的惯习下,甚至很多人对课堂观察存在一定的忽视,以至误解.有鉴于此,我们有必要对什么是课堂观察?为什么要研究和实践课堂观察?如何进行课堂观察?等课堂观察领域最基本的问题进行探讨,以引起更多人对课堂观察的关注与讨论.     

Why and How

青春,是一场奇幻之旅,它以独特的方式设定了每一个人的成长密码。前方的种种美好在吸引你前进,前行的路却并不那么显而易见,甚至常常让人找不到北。前行的魅力也正在于这一番迷茫的探寻中,如观赏山巅日出前攀。那一段崎岖山路。     

The Make Up of Institutional Branding: Who,What, How?

Tertiary Education and Management - The purpose of this paper is to report on who creates branding within institutions of higher learning, and what impact branding has on core institutional...     

Foreign language learning and inclusion: Who? Why? What?— and How?

The presumption of mainstream schooling and the removal of core status for foreign language learning at Key Stage 4 are presenting new challenges to our ideal of foreign language learning for all. In the current climate, the case for including children with special educational needs in foreign language classes has to be made with greater clarity than ever. In this article Hilary McColl considers what foreign language learning is really for and how we can justify its inclusion in the curriculum of all our young people. She suggests that for all learners, whatever their ability, foreign language learning only makes sense if it is set within the context of the communities that use the language, and that for some learners these twin concepts of ‘communication’ and ‘community’ can only be understood if we make explicit links between what is distant‐and‐strange and what is close‐and‐familiar. She asks whether the courses we currently offer can achieve the outcomes we say we desire, and suggests what steps we need to take to make them more fit for purpose.     

What Happened to Test Scores,and Why?

What has happened in recent decades to the test scores of American students? What can be said about the causes of trends in scores? Do these trends provide an indictment of the effectiveness of American schools? How should test scores be used to inform the debate about education policy?