教师评估素养:理论与实践

关于教师的评估素养（Assessment Literacy）的研究方兴未艾,笔者在本文综述了评估素养的问题由来、定义、国内外评估素养研究现状,并在此基础上重点探讨了语言评估素养,其中包括语言评估素养的构念和语言评估素养的培养教育。最后指出国内研究者在未来评估素养研究方面可以做的努力。     

Attitudes and perceptions of academic authors to the preparation of distance education materials at the University of Tasmania

This study addresses three issues in the provision of distance education at the University of Tasmania. First, it examines the nature of the instructional designer/ academic author relationship; secondly, it further explores the role of the instructional designer by comparing the perceptions of academic authors with those of the instructional designers themselves and, thirdly, it identifies some institutional factors perceived by authors as impeding the development of quality instructional materials. Finally, the paper suggests steps that might be taken to alleviate some of the problems that emerge from the research.     

新世纪我国高等教育公平研究述评

教育公平问题是一个与我国教育发展进程相伴始终的问题。纵观学术界对教育公平问题和高等教育公平问题的研究,涉及的内容主要包括：关于教育公平问题的理论探讨、我国教育公平现实问题的研究,实现高等教育公平的措施和途径等。     

JET : Directions for the future

Researching can be viewed as a way of analysing issues of schooling by linking theoretical knowledge with perceptions of educational reality already during teacher education. Not only does practicing teaching provide a context for analysing instruction, learning, school culture, diversity, or any other issue related to schooling, also researching these issues provides future teachers opportunity to view schooling as complex and problematic. This case study surveyed and interviewed a group of recently graduated teachers who had worked as teachers during their education. The interest was on their experiences of M.A. thesis research as well as the integration of theory and practice during the education. The respondents had experienced researching as useful as well as meaningful, although they also had development ideas concerning it.     

中外合作开办高等教育课程的政策与现状分析

中外合作办学已经成为我国教育事业的一个组成部分。然而,我国高等教育领域中的中外合作办学现状如何呢?这是国内外教育机构都十分关注的话题。本首先介绍了我国中外合作办学的管理和条例,这些规定也适用于香港、澳门和台湾;进而以国内25所高校与境外147个教育机构的116项合作办学项目为例,概括了中外合作办学的五种形式：境外课程、境外资历;双方课程、境外资历;双方课程、双方资历;境外课程、境外资历、国内证明书;双方课程、国内资历、境外证明书,并对每一种形式的教学方式进行举例说明;最后,作综合讨论了三个相关主题：优质的境外远程教育学历课程进入内地市场的挑战;未来教育的新模式对中外合作办学形式的挑战;香港高校与内地合作办学的独特优势。     

Making ‘place’ for ecological sustainability in early childhood education

Culturally, childhood is often understood as a time of innocence which can mean that issues such as ecological sustainability are considered too problematic for early childhood practice. By drawing on findings from a research project that focused on issues of ecological sustainability in early childhood centres in New Zealand from Western and indigenous perspectives, this article contributes a critical perspective of ecological sustainability as an educational issue in early childhood education (ECE). The article falls into two parts: the first section gives an overview of some of the conceptual and theoretical issues that underpin critical perspectives of childhood, and provides a context for current global ECE discourse, while the second section introduces the research project and discusses the intersections of ‘local’ and ‘global’ in light of teachers’ emerging ‘pedagogies of place’. The intent is to demonstrate that critical engagement with such complex global issues as ecological sustainability generates spaces for new understandings of how ECE can contribute to theory and practice of education for sustainability.     

Globalized curriculum or global approach to curriculum reform in mathematics education

The mathematics education community has shown considerable awareness of the international status of their discipline. While internationalization of the discipline is not a new phenomenon, globalization is a relatively recent term in educational discourse. This paper presents a theoretical model towards the study of globalization and internationalization in mathematics education based on previous publication by the authors. Secondly, it identifies some key issues that have been discussed in the literature and that may require further discussion and research in the field. In particular it discusses the issue of similarity of mathematics education curricula around the world. The concept of a global curriculum is rejected in favor for more internationalized approach to curriculum reform based on collaboration between mathematics educators.     

Dilemmas of Participatory Enquiry: a case study of method‐in‐action

The purpose of this paper is to problematize the notion of participatory enquiry as a legitimate form of educational evaluation. Using a case study of a new teacher education program the authors describe how they negotiated and enacted an alternative evaluation methodology within a traditional context. The evaluation process was intended to actively engage faculty members and students, as well as representatives of the educational system and the broader community, in self‐reflection and self‐evaluation of their own program. The authors then attempt to turn the methodology back on itself by critically analyzing their own participatory process in terms of a number of dilemmas that arose during the three‐year course of the evaluation. These dilemmas were addressed directly as political issues of method as a means of eliciting discussion and debate about the appropriateness of various forms of enquiry in the assessment and evaluation of higher education.     

Massifying and internationalising higher education,changing labour markets and social mobility: challenges for education and urban governance

ABSTRACT

The major objective of this introductory article is to set the wider policy context for the present special issue with a particular focus to examine how the massification and internationalisation of higher education has taken place in Asia. More specifically, this introduction highlights the major arguments of articles being adopted in this issue. The contributions have been selected and gathered from presentations in various regional and international research events held in the last few years. Having experienced the growing pressure for enhancing their global competitiveness, governments in Asia are determined to expand their higher education systems to provide more learning opportunities for addressing pressing educational demand, putting additional resources to internationalising student experience and raising the research profile in order to quest for regional education hub and world-class university status. However, the rapid expansion of higher education has indeed created more university graduates than the labour market could fully absorb. It has become problematic when the global market currently experiences economic stagnation. This special issue sets out against such a political economy context to examine issues related to changing labour conditions, youth mobility and challenges for education and urban governance.     

Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines

Students' poor argumentation in the context of socio‐scientific issues has become a concern in science education. Identified problems associated with student argumentation in socio‐scientific issues are misevaluation of evidence, naïve nature of science conceptualizations, and inappropriate use of value‐based reasoning. In this theoretical paper, the authors propose that incorporation of decision‐making research findings to argumentation research may help students overcome these problematic areas. For this aim, decision‐making research findings about value‐focused decision‐making framework and common heuristics have been discussed. Specifically, the authors propose that explicit teaching of argumentation research should provide students a decision‐making framework in which students can consider their values about a socio‐scientific issue and assess different alternatives as well as incorporate teaching about common heuristics. The authors believe that this incorporation is necessary for a quality student argumentation in socio‐scientific issues.     

Exploring ethical issues associated with using online surveys in educational research

Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings.     

Education for pupils with profound disabilities: Issues of policy,curriculum, teaching methods,and evaluation

ABSTRACT

This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour.     

从技术的角度关注教育公平——国内教育技术领域研究的一个视角

促进教育公平作为我国基本教育政策,已经越来越引起各界的关注。在当前教育信息化发展的大背景下,从信息技术的角度关注和研究教育公平问题是国内教育技术领域研究的一个新视角。本文在阐述信息技术与教育公平关系的基础上,对“无障碍网络教育环境构建”和“以信息技术促进教育资源城乡共享”两项相关研究做了简要介绍。     

“教育改革的哲学反思”国际学术研讨会综述

改革是当今国内外教育发展的重要议题。以“教育改革的哲学反思”为主题的国际学术研讨会主要在如下几个方面做了深入的交流与讨论：一是重审教育改革的价值取向;二是直面教育改革与发展中的基础问题;三是反思教育改革与发展中的微观问题;四是重构教育改革与研究中的范式。本文就上述会议内容作简要概述,以供学界同仁参考。     

Large‐scale interventions in science education: The road to utopia?

This article provides commentary on the five articles in this issue on large‐scale interventions in science education for diverse student groups in varied educational settings. Using these articles as a point of departure, I discuss three challenges to science education research and practice. The first concerns the changed meaning of science education reform over the past two decades. The science education research and development community must be aware of the shifting policy and public awareness context of their work and react accordingly if it wishes for its work to make a difference in the lives of teachers and students. The second addresses the importance of teacher professional development and the role that well‐designed and internally valid research plays in developing knowledge in this area. The third discusses the chaotic and contradictory nature of educational policy in this country and argues that our field needs to align our research work with the ways in which real and impactful decisions are made about education in general and science education in particular. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 420–427, 2012     

高等教育融资问题述评

在教育大众化背景下,教育融资已成为教育研究的一个重要领域。文章主要从已有的研究情况、融资政策的历史演变、学术界对融资问题的研究成果方面对教育融资问题进行了系统的文献疏理与综述,并对现有研究中存在的问题提出了自己的见解,以为进一步的研究提供启示和帮助。     

Issues and trends in qualitative research: Potential for developing countries

This article builds upon previous work carried out by the authors in the field of comparative and international education, with special reference to the implications of globalisation and contemporary methodological trends for educational research in developing countries. Distinctions are drawn between methodology and methods in exploring the potential and limitations of qualitative strategies for researchers, policy-makers and development assistance agencies. A review of contemporary trends and developments draws attention to a related volume of new work, the value of case studies of educational practice, the importance of context and the dangers of uncritical international transfer. The article also examines linkages between post-modernism and the interpretivist paradigm, issues of data analysis and validation, and the possible benefits to be gained from practitioner research and evaluation in the process of research capacity building in developing countries.     

Supporting teachers' professional development in a developing country through practice-based inquiry and distance learning: some key issues

Abstract

This article highlights seven issues the authors encountered when they took on a very difficult task, namely of seeking, through ‘low tech’ print-based distance learning materials, to promote the professional development of experienced but untrained teachers in Namibia. The authors attempt to do this through the advocacy of an action research approach. There has been no tradition of action research in Namibia, indeed those within the country who promote this approach (the Minister of Higher Education) prefer the term Practice-based Inquiry. Moreover, the support systems that can normally be called into service in a developed country to support teachers in a distance learning initiative of this nature are virtually absent ‘on the ground’ in Namibia. The central question is can untrained teachers, themselves with a rudimentary formal education, be encouraged through a distance learning mode, to develop professionally by critically reflecting system strongly advocates ‘social reconstruction’?     

大众化背景下我国高等教育入学机会均等问题浅析

我国高等教育大众化增加了适龄青年进入高等学校的机会,在此背景下我国高等教育在入学机会均等问题上也发生了一些转变：人们从关注一般高等教育机构教育机会的分配转向关注精英型高等教育机构教育机会的分配。研究新视角、新重点的改变体现了对现实的把握,但实质上高等教育公平研究的性质并没有改变。正确分析其现状及影响因素并找到一条合理的路径是稳定高等教育大众化并逐步向普及化发展的有效保证。     

On the road to science education for sustainability?

In this paper I discuss three issues relevant to the ideas introduced by Colucci-Gray, Perazzone, Dodman and Camino (2012) in their three-part paper on epistemological reflections and educational practice for science education for sustainability: (1) social studies of science for science education, (2) education for sustainability or sustainable development, and (3) curriculum studies and action-research. For the first issue, I address the need for science education efforts dedicated to an epistemological renewal to take seriously into consideration the contributions of the social studies of science. This perspective may be fruitful for an education for sustainability that also requires one to consider the political dimension of environmental issues and their intrinsic power relationships. It also encourages the abandonment of dichotomies that hamper democratic participation: experts/lay people, science/society, scientific knowledge/values, etc. For the second issue, my commentary focuses on the challenges that education for sustainability or sustainable development pose to science education with a shift from subject matter contents to socio-educative aims and socio-political actions. These challenges lead to the third issue with an invitation to apprehend science education for sustainability within the frameworks of curriculum theory and design-based research.