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1.
Philip G. Altbach 《Asia Pacific Education Review》2009,10(1):15-27
The research university is a central institution of the twenty-first century—providing access to global science, producing
basic and applied research, and educating leaders of the academe and society. Worldwide, there are very few research universities—they
are expensive to develop and support, and the pressures of massification have placed priorities elsewhere. For developing
countries, research universities are especially rare, and yet they are especially important as key ingredients for economic
and social progress. This article argues for the importance of research universities in developing and middle-income countries
and points out some of the challenges that such institutions face. 相似文献
2.
In anticipation of a globalising post-Fordist political economy, countries and universities are increasingly pursuing strategic
transnational education and research alliances. This article analyses the Global Schoolhouse, a key education policy platform
that aims to transform Singapore into a knowledge and innovation hub by establishing networks and collaborations with foreign
universities. Two Global Schoolhouse initiatives are examined—the alliance between Singapore and MIT (Massachusetts Institute
of Technology), and the institutional restructuring aimed at re-modelling the National University of Singapore into a ‘leading
global university centred in Asia’. We outline some of the complexities and unanticipated outcomes which emerge when nations
and their education institutions seek to globalise. 相似文献
3.
University Leaders’ Strategies in the Global Environment: A Comparative Study of Universitas Indonesia and the Australian National University 总被引:1,自引:0,他引:1
In a global environment in which global, national and local nodes relate freely within common networks, all research universities
must pursue strategies for building global capacity and facilitating cross-border staff and student movement and research
collaboration. The study compares readings of the global environment, global and international activities and relationships,
and global capacity and strategy, in two leading national universities, one in a middle level developing country (Indonesia)
and the other in a middle level developed country (Australia). The main tool of investigation was interviews with parallel
groups of institutional leaders and leaders of academic units and research centres, in conjunction with study of the national
and local contexts. It was apparent that in both cases, while global elements are increasingly important in university strategy,
mission and identity, resource capacity remains highly dependant on national government and students. This belies the romantic
myth of the ‘stand-alone’ corporate university in the global marketplace. The two cases also differ in some respects. While
both universities are peak national institutions, and each respects the other, the Australian university is more strongly
placed in the global environment and practical dealings between them are asymmetrical. The study helps to illuminate the dynamics
of global stratification and hierarchy between developed and developing nations and institutions in higher education. 相似文献
4.
Jason Margolis 《The Urban Review》2006,38(1):27-44
This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers—findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards—when administered “globalistically”—are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.Jason Margolis is an Assistant Professor in Teacher Education and Professional Development Partnerships, Washington State University. 相似文献
5.
6.
Petros Lameras Philippa Levy Iraklis Paraskakis Sheila Webber 《Instructional Science》2012,40(1):141-157
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning
environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’
conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to
‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application
and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative
knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances
underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features.
The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need
for further discipline-focused research on blended teaching. 相似文献
7.
In this article, I illustrate how the dominant Black–White binary paradigm of race in the United States situates Indigenous
women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are
thus salient in the lives of Indigenous students in multiple and complex ways—ways which are rarely elaborated upon in the
current research literature.
Angelina E. Castagno is a PhD Candidate in the Department of Educational Policy Studies, University of Wisconsin-Madison. 相似文献
8.
Gary Natriello 《Learning Inquiry》2007,1(1):7-18
Extrapolating from current developments in the study of learning and imagining how learning might be shaped moving forward,
this article considers 12 trends concerning the future of learning. Learning will become more diverse, more contextual, less
discipline-bound, and less institutionally-bound. It will span professional and institutional sectors, and move beyond national
borders. It will move increasingly online and extend beyond humans to encompass machines and machine/human blends. It will
become more interactive, more distributed, and more biologically connected. Drawing on an understanding of these trends, new
roles for teachers and for educational institutions are developed. The result is that learning is likely to occur through
multiple discovery networks that blend research and teaching to address real world problems in environments supported by robust
software infrastructures. Multiple nested discovery networks will operate on a global scale and be negotiated by individual
learners sometimes guided by teachers.
Prediction is very difficult, especially about the future—Niels Bohr
The future is already here - it’s just unevenly distributed—William Gibson
The best way to predict the future is to invent it—Alan Kay 相似文献
9.
The paper reviews Asia–Pacific higher education and university research, focusing principally on the “Confucian” education
nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special
developmental dynamism—still playing out everywhere except Japan—and have created a distinctive model of higher education
more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university
was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding
and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding
of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) “one chance” national examinations
that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public
investment in research and “world-class’ universities. The Model has downsides for social equity in participation, and in
the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid
low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each
and all of mass tertiary participation, university quality, and research quantity and quality. 相似文献
10.
Nadine Dolby 《The Australian Educational Researcher》2005,32(1):101-117
In this essay, I explore how two groups of undergraduates — Americans and Australians — participate in the reformulation of
the “global imagination” through their experiences of studying abroad. Specifically, I question the assumption that the global
imagination constitutes one shared, common experience that is the same across nations. In contrast, I demonstrate that though
American and Australian students are certainly among the elite in global terms, their shared economic position does not necessarily
correspond to a common global imagination. Instead, they have markedly different notions of both national and global identities.
American students’ strong national identity often prevents them from exploring the possibilities of global affiliation. Australian
students’ relatively weak national identity allows for a robust global sense of place, but is sometimes constrained by a limited
tolerance for racial and ethnic diversity. In conclusion, I argue that the global imagination has not one, but numerous manifestations,
which have the potential to both enable and constrain the enhancement of justice and democracy in a global context. 相似文献
11.
William E. “Brit” Kirwan 《Innovative Higher Education》2010,35(2):101-111
Higher education in America has experienced periodic “inflection points” that have served to significantly alter the higher
education landscape and dramatically change the focus and actions of the American research university community. We are on
the leading edge of a new inflection point that could be—despite prevailing economic challenges—an opportunity for higher
education to meet and address some of the great challenges facing our nation, such as economic competitiveness, health care
and health care delivery, and environmental sustainability. These are challenges higher education is, in fact, uniquely suited
to address. 相似文献
12.
Since the late 1980s, research on post-industrialized economies shows that the boundary between work and family is increasingly
becoming blurred. The continuing evolution of e-technology allows work for some to be done anywhere, anytime. This article
examines the degree to which e-technology has transferred work into the home lives of academics and how this has affected
their work/life balance. Drawing on a study in an Australian university of academics with young children, we utilise the terms
‘work extensification’ and ‘work intensification’ to explore whether these new technologies are a blessing or a curse in their
work lives. At the same time we describe the deteriorating working conditions for Australian academics whose work has intensified
and extended into their private lives with longer working hours in a speeded up environment. Our findings revealed the use
of metaphors such as invasion and intrusion of e-technologies into academics’ homes and their need to establish boundaries
to separate work and family life. Most felt that having e-technologies at home was of benefit to their work but they came
at a cost to their family life—delivering a blessing and a curse. 相似文献
13.
In this article we discuss some of the factors that influence how faculty members and academic staff at Michigan State University
connect their scholarly activities to external audiences. Logistic regression was used to analyze data collected using an
institutional-wide survey. Findings reveal that appointment type, discipline, and demographic attributes influence the type
of engaged activities—teaching, research, and service—in which faculty members and academic staff are involved. We discuss
the implications for practice and research. 相似文献
14.
Sajitha Bashir 《Prospects》2009,39(2):147-161
This article examines the contribution of the Education for All-Fast Track Initiative (EFA-FTI) global partnership in strengthening
aid effectiveness in the education sector, and specifically how the implementation modalities of the EFA-FTI Catalytic Fund
(CF) have contributed to this strengthening. The empirical findings are based on a review covering the period 2005–2007, when
the CF grant was first established. The review includes an assessment of the quality of the education sector plans for 25
countries in the partnership, the implementation modalities of the CF grant in 18 countries, and feedback from countries’
participants. The qualitative assessment of the CF implementation modalities is based on three areas—alignment, harmonization,
and managing for results—and uses a good practice checklist based on the Paris Declaration partnership commitments. Progress
on the good practice checklist in the education sector is compared to progress at the country level as a whole; the latter
is derived from the Aid Effectiveness Profiles prepared by the World Bank. The review of the sample countries finds that in
the education sector, alignment was stronger than at the country level, progress toward harmonization was somewhat stronger,
and managing for results was the same as at the country level. The article concludes that while the FTI has contributed to
improving aid effectiveness, moving forward requires different actions at the two levels—global and country level—on which
the partnership operates. 相似文献
15.
The purpose of this study was to explore how users interact and learn during a computer-based simulation given graphical and
textual forms of feedback. In two experiments, university students interacted with a simple simulation that modeled the relationship
between acceleration and velocity. Subjects interacted with the computer simulation using a discovery-based approach: no formal
instruction on the science concepts was presented. Subjects had control over the acceleration of a simple screen object—a
ball—in a game-like context. Three simulation conditions were studied, each differing on how feedback of the ball's speed,
direction, and position was represented: graphical feedback, textual feedback, and graphical plus textual feedback. Results
showed that subjects learned more tacit knowledge when provided with animated graphical feedback than with textual feedback,
although gains in explicit understanding of these science principles did not depend on the way the feedback was represented.
Patterns of interactivity and frustration are also discussed.
Reiber says, “I thank Mack Smith and Faris Spahi for their help with various parts of this research.” 相似文献
16.
Sebastian Kuntze 《Educational Studies in Mathematics》2012,79(2):273-292
Although teachers’ professional knowledge and instructional beliefs are known to have a variety of subcomponents, research
on the structure and interrelations of these subcomponents is relatively scarce. This article presents some findings of a
preliminary, quantitative empirical study examining the relationships between mathematics teachers’ views concerning specific
classroom situations, their content domain-specific pedagogical content beliefs and their more global instruction-related
beliefs. The findings suggest that global beliefs—in terms of cognitive constructivist or direct transmission views of teaching
and learning, on the one hand, and beliefs about the stability of individual mathematical abilities, on the other—can impact
teachers’ content domain-specific beliefs and their views related to videotaped classroom situations from introductory lessons
on geometrical proof. 相似文献
17.
Raymond Lallez 《Prospects》1970,1(1):5-17
Elementary education is an ideal field for educational research, not only because of the special difficulties that are inherent
in it—such as the problem of communication with the children and resistance to change on the part of the teachers—but also
because the advance of knowledge is bound up with the revision of its foundations and because a child's early training has
a vital influence on the subsequent development of his mental powers and particular talents. Research into elementary education
is rendered still more valuable and urgent by two additional factors: changes in the child's family and social status, and
advances in the sciences which shed light on the various aspects of those changes.
Research at this educational level—important, urgent, but also difficult—promises to be rewarding and the results should lead
to considerable changes in teacher training. However, the author is not concerned with this aspect; he is trying to examine
to what extent an introduction to educational research and participation in it should be included in teacher training, and
how this can be done. Nevertheless, the close relationship thus established between such research and training also implies
that we are concerned with training as a subject of research.
Raymond Lallez, Director of the Centre for Research and Training at the école Normale Supérieure in Saint-Cloud and a member
of the French National Commission for Unesco, worked in child psychology at the University of Montpellier before becoming
an adviser to the Minister of National Education of Cambodia. He has taught at several universities in the United States and
is currentlyrapporteur for the National Centre of Scientific Research, in addition to his other functions in French national educational planning. 相似文献
18.
The authors conducted a qualitative study of women’s experiences as faculty members at Northern Research University, a pseudonym
for a top 40 university in The People’s Republic of China. Based on 27 semi-structured interviews with women (15) and men
(12), and drawing from feminist standpoint theory and symbolic interactionism, the authors identified four key findings that
highlight serious barriers confronting Chinese women faculty. They describe these as: (1) working double time, (2) the glass
ceiling, (3) the boys club and social exclusion, and (4) comrades in arms. The first three findings support previous international
studies of women’s experiences as faculty members and thus contribute to an expanding global body of knowledge about challenges
faced by women academics. The fourth finding—comrades in arms—highlights a structural quality somewhat unique to the Chinese
university and raises important concerns about the limited role women play in critical personnel decisions influencing academic
promotions and advancement. 相似文献
19.
This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with
a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities
in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead
academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment
of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics
remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the
same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics
of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure
organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge
for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices
to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies
and time. 相似文献
20.
In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework.
Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded
as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry
practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as
well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached
importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components
where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring
of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship
between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate
how teachers adapt inquiry science for different contexts. 相似文献