Generating a desired state for master's degree programs in science education through grounded theory research

This is the report of a two-year study using qualitative research methods to assess the training needs of science teachers in southern Florida. The respondents included individuals and groups comprising the educational enterprise and those outside the enterprise with the ability to influence policy in science education and implementation of that policy in Florida. The study resulted in recommendations describing the desired state for graduate training leading to a master's degree in science education and has implications for noncredit inservice activities.     

A study of the use of instructional development in selected college/university continuing professional education programs

This article reports on a recent study on the use of instructional development to enhance the quality of university continuing education programs for professionals. As an instructional mode of continuing professional education, instructional development principles and procedures are potentially appropriate means for achieving and maintaining the quality and effectiveness of such programs. Although the application of instructional development in higher education has been studied by several researchers, there has been little research to address its application with regard specifically to the area of continuing professional education in higher education. Based on a national survey of continuing educators, the extent of use and the major factors associated with the use or lack of use of instructional development are presented and discussed. Three models of the use of instructional development developed through selected cases are provided.Philip L. Doughty is Associate Professor of Instructional Design, Development, and Evaluation and Director of the Division of Educational Development, Counseling, and Administrative Studies at Syracuse University.The authors would like to express their appreciation to Dr. Margaret Holt, former chair of the NUCEA Survey Research Committee; Dean Frank Funk, Dr. David Krathwohl, and Dr. Roger Hiemstra, at Syracuse University; Dr. Paul Ilsley, University of Northern Illinois; and the editorial staff and reviewers ofInnovative Higher Education for their helpful comments and assistance.     

现代大学教育与大学生现代化教育关系思考

人的现代化应成为中国现代化的基本,而人的现代化又应以思想现代化为基本.大学生的思想和理念某种程度上决定了一个国家未来的前进方向,对大学生进行现代化教育是现代大学教育的重要使命.高校思想政治教育在大学生现代化教育中发挥重要作用,从对人的现代化解读入手,探讨了高校思想政治教学工作的功能、作用、教学内容和教学改革对大学生现代化教育的促进关系.     

Communications programs in higher education

Summary There has been a steady growth of communications programs in higher education. These programs are interdisciplinary approaches to the study of the mass media. Even though there continues to be active concern and questioning regarding the spread of these programs, they continue to be established and will continue to grow, if experience is any indication. There is little consistency in the administrative patterns of organization. The administrative labels cover the gamut from departments and loosely organized committees to schools and colleges. It is possible to find institutions which offer bachelor’s, master’s and doctorate degrees in communications, the degree being dependent upon the institution. There are many traditional academic areas represented in the various programs but the three most common areas are: journalism, radio-television and audiovisual-cinema. All programs seem to draw heavy support from courses in the social sciences. This discussion leaves many unanswered questions. What are the forces which caused programs to be established? What is being accomplished under the communications label that could not otherwise be accomplished? How do the objectives and curricula compare? These and other questions will be answered in subsequent articles.     

高校图书馆与大学生素质教育

从素质教育的重要意义出发,根据图书馆教育职能的特殊地位与作用,提出了对大学生进行素质教育应强化高校图书馆的教育职能、转化图书馆员的行为理念和深化图书馆的服务内容等措施。     

大学英语通识教育研究

我们国家的教育体制和教学方式存在一些弊端,近年来针对教育的话题也展开了热烈的讨论,对于我国大多数学生家长甚至是学生,他们认为考试的科目要学,将来对于工作有用的科目要学,学习的目的是为了将来能有个好工作,当然这些想法并不全然是错误的,但是却是有些功利的,我们学习知识的主要目的是要提高个人素质,有正确的人生观和价值观,为社会做出贡献。为了学生和家长能有更好的认识,也为了学生综合素质的提高,通识教育值得深入研究。     

Affective development in university education

There seems to be an increasing requirement for university courses and programs to develop students’ affective qualities (beliefs, values, dispositions and attitudes). This study explored the ways academics determined what the desirable qualities were for their particular disciplines and the pedagogical strategies and approaches they used to develop them. The participants were able to articulate certain beliefs, values and attitudes that were central to their discipline, although they appeared to be assumed and somewhat tacit in nature. The teaching and assessing of affective qualities was seen as problematic by the participants in the study owing to inadequate policy structures of the University, but the data revealed some practical teaching approaches. It was clear from this initial study that there is still a great deal of research and scholarship required in this area.     

哲学生活与大学教育

哲学生活的要义在于灵魂的自我赋形,是基于自我教化之上的心灵转向,即把个人引向美善生活的追求。哲学生活内含着与习俗生活的冲突,这导致哲学教育在当代教育中的窘困。哲学生活在当代社会中的基本生存空间是大学,哲学生活的守护即对大学的守护。哲学生活传统的微弱与哲学生活的审慎,意味着审慎作为当下中国大学发展之道的必要。