学校教育权威面临的挑战及对策

学校自其产生之日起一直被人们推崇为知识的殿堂、培育人才的场所,并因此而享有"至高无上"的教育权威地位。然而,在科技迅猛发展、社会日益进步的今天,学校的教育权威却受到了来自理论领域和社会实践领域等多方面的冲击,面临着严峻的挑战。为此,学校教育要从理念和操作这两个方面努力增强自身的感召权威,谋求制度性权威与感召权威的完美结合。     

Girls and women in the educational system: The curricular challenge

PROSPECTS - This Viewpoint argues that, while efforts must continue to achieve universal primary and secondary education at the global level for both boys and girls, the concern with access and...     

Meeting the challenge of educational disadvantage: a case-study

The author, a primary school headteacher and poet, offers some personal and practical advice for developing the use and joy in poetry within the classroom. He selects, as a form of case study, ideas and examples from his own school and from his work in other LEAs. The article also provides an extremely useful list of resources for teachers which will enable them to support their teaching of poetry and language skills.     

The role of teacher characteristics in an educational standards reform

The policy of performance standards aims for quality improvement in schools by stimulating teachers to plan and organize their teaching according to competence-based performance standards (competence-based teaching) and to use performance data feedback from national standard-based assessments for evidence-based teaching development. The research so far indicates that many teachers seem to make less use of performance standards and data feedback than expected and to use it in partly unintended ways. Cognitive adaption theory suggests that the reaction of individuals to change is strongly influenced by individual characteristics. In particular, self-efficacy, locus of control, and positive affectivity have been found to foster openness to change and therefore enable participation in change. Following this approach, the paper explores to what extent teachers’ use of performance standards and data feedback can be linked to individual dispositions such as self-efficacy, perceived control, and positive affectivity. Using data from Austrian primary teachers, the results suggest that self-efficacy and positive affectivity foster openness to the educational standards reform which in turn increases the likelihood of teachers’ participation in competence-oriented teaching and data use.     

The contribution of pragmatism to understanding educational action research: value and consequences

This paper argues that action research finds a rationale in the pragmatic position that knowledge is provisional and generated through a transaction between agent and environment. Action research finds a further methodological rationale in the pragmatic view that knowledge is generated within indeterminate situations, requires habits of reflection and analysis, and is arrived at through open agreement. However, pragmatic action research is also distinctive: it has a particular concern for consensus and, through the work of Dewey, a focus on the pedagogical implications of problem solving. This paper discusses the value of the label ‘pragmatic’ and the strengths and weaknesses of the pragmatic approach.     

Achieving the educational standards we need

This article is based on remarks presented by Donald M. Stewart at the Open Forum on National Standards held at the Second National Conference on School/College Collaboration, cosponsored by the American Association for Higher Education and the College Board in Atlanta, Georgia, on July 26, 1991.     

教育评价方法认识与教育评价实践建议

分析自我评价与他人评价、形成性评价与发展性评价、定性评价与质性评价等三组评价方法,指出正确运用这些方法要注意的问题,对开展以发现价值、证实价值和价值增值为目的的评价提出具体建议。     

Antibiotic resistance of bacteria: A global challenge

Bacterial resistance to antibiotics poses a serious challenge to the prospect of chemotherapy. Rational use of antibiotics is most desirable but it cannot provide a permanent solution to the problem. In this article the biochemical and genetic basis of antibiotic resistance in bacteria is discussed with examples. The non-clinical aspects of antibiotic-resistance are also dealt with in brief.     

The standards agenda: reflections of a special educational needs co‐ordinator

This study is a life history account of Bev, a special educational needs co‐ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda.     

Making global connections: The knowledge,understanding and motivation of trainee teachers

This article begins by noting some of the global concerns that young people have today and highlights the crucial role of global education in responding to such concerns. It then considers the importance of teacher training in such matters and reports on a preliminary study relating to the initial training of teachers in England. In particular this raises questions about the knowledge and understanding that such students bring to their courses. It concludes by identifying some of the consequent dilemmas faced by teacher trainers working in this context.     

The European Project Semester at ISEP: the challenge of educating global engineers

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.