Academics and their work under dawkins: A study of five NSW universities

This paper reports views of academic staff from five Australian institutions of higher education on a number of issues relating to teaching and research and changes affecting their work since the introduction of the unified national system. While most academics are satisfied with their jobs, staff morale is given a low rating. Academics cite a number of limitations experienced in carrying out their research and teaching. The academic work week is just under 50 hours, but there are clear differences between the established and newer universities in the apportioning of time to research and teaching related activities. This pattern is repeated in the publication record, grant success and perceived pressure to upgrade professional qualifications. The data suggest that the newer universities feel under pressure to emulate the structure and organisation of the traditional “elite” universities rather than seeking a legitimate niche for their particular type of operations within the unified national system. This means that for some years they will find considerable difficulty competing with traditional universities using the standard measures of research performance.     

现代教育理念下的幼儿创新教育思考

一、正确理解创新教育的基本要义是实施幼儿创新教育的前握　　教育部拟定的《面向21世纪教育振兴行动计划》中“跨世纪素质教育工程”的一个重 要任务就是“整体推进素质教育,全面提高国民素质和民族创新能力”。为了培养未来社会 所需要的合格人才,我国基础教育必须大力开展创新教育,而幼儿教育又是整个学校系统中 实施创新教育的开端。实施创新教育是全面推进素质教育的要求,也是深化教育改革的必然 结果。实施幼儿创新教育,首先必须正确认识和理解创新教育概念的内涵和外延,全面掌握 创新教育的基本要义。　　(一)正确认识创新 …     

西班牙之舞:塞维利亚的弗朗明哥舞

午夜时分,我来到阿尔阿里纳尔,寒冷的街道寂无人声。周围满是崎岖狭窄的小路,拉美斯特兰莎地区和世界上最大的哥德式教堂就高耸在一旁。在斗牛场中最先和最后出现的一个词就是阿尔阿里纳尔。法国作曲家比才的经典歌剧《卡门》也是以这里为背景的。     

五年制院校学前教育专业学生的职业道德

学前教育作为基础教育的重要一环,对幼儿成长发展具有重要引导教育意义,是幼儿健康成长与快乐成才的前提。因此学前教育专业教学备受关注。近几年频发的虐童事件无一不折射出学前教育中职业道德教育的缺失,因此本文就五年制院校学前教育专业学生职业道德培养分析探讨。     

Special Education in Spain

ABSTRACT

The past 20 years have seen major efforts to extend and reform the system of general education in Spain. Some of the most important reforms are contained in legislation passed in 1990. These developments have direct relevance to the reform which has also been taking place in the system of special education. Official policy is that integrated provision should be available in all schools, but in the short term the system has set itself an initial and more limited objective.     

基于问题意识导向下的五年制学前教育专业思想政治课教学研究

问题意识导向下的教育教学非常重视学生的主体性与创造性,强调师生之间的交流互通,这与新时期下的思想政治教育发展要求不谋而合。为此,本文将从简单论述问题意识在思想政治课中的重要性作为出发点,着重围绕基于问题意识导向下的五年制学前教育专业思想政治课教学进行简要分析研究,希望能够为该门课程的教学提供必要帮助。     

西班牙高等教育普及化综述

西班牙是世界高等教育发达国家（1996年已进入高等教育普及化阶段），本文旨在通过介绍和分析该国高等教育的发展历程和改革举措，期盼为我国新世纪的高等教育改革与发展参考与借鉴。     

西班牙高等教育私有化分析

在过去的30年中,西班牙的高等教育经历了许多变化。在1983年,由于人们对私立大学的合法性的认可开始了高等教育的竞争状态。1998年以来,由于学生人数的减少以及人们对高等教育需求的下降,进一步推进了高等教育的改革。2001年,西班牙政府颁布了一项新制度以推动公立大学的市场化行为和私有化运行。尽管目前来评价这些变化的作用可能为时尚早,因为大学公共资金拨付制度仍保留不变,而这是今后需要调整的关键问题,这样才能为高等教育提供真正的竞争条件。虽然市场已经进入到西班牙高等教育领域中,但是公立大学源源不尽的公共资金将是阻止一个真正公平竞争的市场形成的一股巨大的力量。     

The structure of phonological awareness in European Portuguese: A study of preschool children

The importance of phonological awareness for the future learning of written language has been widely recognized, but there is still some debate as to whether syllabic, intrasyllabic, and phonemic awareness are independent skills or manifestations of the same general skill. Consequently, the objective of this study was to test the independence of phonological awareness at the syllable, rhyme, and phoneme levels. The study involved the participation of 256 children in their last year of preschool. The children completed 18 phonological awareness tasks. Three models were tested: a one-factor model (phonological awareness), two-factor model (supraphonemic unit awareness and phonemic awareness) and three-factor model (syllabic, intrasyllabic, and phonemic awareness). The results indicated that the three-factor model had the best fit, suggesting the relative independence of syllable, rhyme, and phoneme awareness. These results have important implications for assessing and intervening in sound sensitivity and identification skills in the preschool period.     

A cross-cultural study of preschool quality in South Korea and Sweden: ECERS evaluations

The aim of the study is to explore cross-cultural similarities and differences in preschool quality in South Korean and Swedish preschools as measured by two national adaptations of the Early Childhood Environment Rating Scale (ECERS). The approach adopted is that cross-cultural comparisons of preschool quality are both achievable and of great importance to researchers as well as policy-makers, educators, teachers and parents. The results indicate that Swedish childcare programs rate higher on the entire ECERS and all of the individual subscales. The similarities and differences in preschool quality are interpreted within the socio-cultural context of each country and the respective pedagogical goals for preschool.     

Integrating Art Education Models: Contemporary Controversies in Spain

In this article, a basic controversy for art education in Spain is analysed, and its antecedents in thought and social and artistic practices are reviewed. The controversy refers to the question whether school art education should be oriented towards the fine arts or towards the manual arts. Consequently, which should be the cultural model of reference in contemporary art education? These two controversies are considered as two dimensions whose poles have, to a certain extent, the capacity to articulate various educational trends. The values associated with each pole of each dimension are discussed: for the first dimension, creativity, originality, self‐efficacy and the value of accomplished work; for the second, increase of cultural capital and intercultural solidarity. Finally, the possibility is considered of elaborating educational models that would integrate the various mentioned educative values. The question is raised of the compatibility of these educational values, and it is pointed out that art education has the capacity to generate educational spaces of interchange and dialogue in which to combine languages and perspectives that can contribute to human development and to the mutual coexistence of social groups.     

Motivating students of mixed efficacy profiles in technology skills classes: A case study

Students usually enter technology skills courses with varying experience and self-efficacy with technology. Teaching classes with mixed-efficacy at the same pace and level of contents may not ensure that all students would be equally motivated. This qualitative study explored strategies for motivating mixed profile classes by comparing learning behaviors of high and low efficacy students in an undergraduate technology skills course. It was found that low-efficacy students could be motivated by providing them with opportunities to acclimatize to the use of technical vocabulary and a technical environment. On the other hand, high-efficacy students could be motivated with opportunities to learn new technical contents. The study identified three critical stages of motivation and the strategies that could be adopted by instructors.     

Science partnerships under the microscope: A study of Teacher Education Partnerships at Macquarie University

Partnerships between schools and teacher education institutions are now widely promoted as an effective pathway to the preparation of pre-service students. This paper examines the ways in which one form of school/tertiary partnership has attempted, over a 25 year period, to respond to the key questions on partnership: How do university lecturers share teacher education with their colleagues in schools? When and where does this occur? What can tertiary staff learn from the “new” teacher educators? What strategies are being considered to enhance the spirit of mutual respect which must underpin successful teamwork? How well are the vital roles of adviser, counsellor, guide, support and teacher understood and shared by school and tertiary staff as they work with pre-service students? Do the partners share similar understandings of the theory and practice of the program? The authors conclude, as a result of their own experiences in the Teacher Education Program at Macquarie University in Sydney, and as a result of recent research into the formation of specific links between school teachers and tertiary lecturers, that the success of new experiments with partnership will depend, ultimately, upon the success of the human rather than the structural relationships established.     

英语教师课堂提问策略比较研究

教师提问是课堂交互的重要组成部分,提问的实施需要一定的策略.通过对中外英语教师课堂提问策略进行比较研究,可以做到取长补短,不断完善语言观、教育观.在教师培训和发展中,要高度重视教师的课堂提问策略,充分强调教师话语与学习者输出的关系,促进英语课堂教学改革.     

普通高校体育课程设置的改革构想

高校体育课程设置的改革,应根据高校体育自身的特点,切实从实际出发,以“终身体育、健康教育”等主导思想为切入点,全方位、多层次地对课程设置的改革进行探讨。     

Living in space: A preschool aerospace curriculum

Outer space is a topic that is relevant to our future, promotes a universal sense of wonder and reinforces the idea that we all share one planet. Early childhood teachers, parents, grandparents and children all find the subject of outer space exploration fascinating. Space exploration weaves together all aspects of our experience and generates an enthusiasm to learn more. Space adventure also creates a new hero system for our children. Achievements and success are based on knowledge, skill and dedication to a common cause: the betterment of life for all people.     

Helping behaviors: An observational study of preschool children

The present study examined the stability and circumstances of helping behaviors in the preschool classroom. Frequencies of helping/nonhelping behaviors, including the type and circumstance of helping behavior, were observed for 51 children during free play by two judges. The frequency of helping behaviors was not correlated with age or sex and was not stable over four 10-min observation periods. Helping behaviors may depend on the details of evoking situations. The majority of all helping acts are performed during nonimaginary play. Each child performed at least one real helping act: the majority of children performed at least one self-initiated helping act. Most helping acts occur in response to a request from a teacher. Results were interpreted to support that most preschool children are capable of engaging in helping acts; however, in the preschool classroom, teachers elicit most helping behaviors.