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1.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
2.
In 2002 the Prime Minister of Norway initiated a central Manifesto against bullying and invited all schools to participate
in anti-bullying programs. Two programs were supported by the central authorities. This paper draws on a Norwegian project
where six compulsory schools participated in one of those programs. Our focus was on the implementation process in the schools.
We wanted to see how the schools’ readiness for the program influenced the implementation. Group interviews with the project
groups at the schools and telephone interviews with the headteachers were used to collect data. Results indicate that the
headteacher’s role is important, during both initiation and implementation of the program. The schools that were familiar
with anti-bullying work and had firm leadership seem to have implemented the program most successfully. One lesson from this
study is the need to investigate differentiated implementation support for different schools depending on their readiness. 相似文献
3.
Sanghoon Bae Hunseok Oh Hyunchul Kim Cheolwon Lee Beomho Oh 《Asia Pacific Education Review》2010,11(3):349-361
The purpose of this study was to examine how the implementation of after-school programs in Korea’s public schools is related
to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring
and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute)
in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chi-square test was employed to investigate (a) the relationship between after-school participation and family income
and residential location of students (b) the association between after-school engagement and the reduction in private tutoring
expenses. The study found that: (a) in general, low-income and rural students participated more than higher income and urban
peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring
engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income
students in elementary and high schools and rural students in high schools. The overall findings provide further research
issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning
and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing
private tutoring expenses, particularly for low-income families. 相似文献
4.
Byungmin Lee 《Asia Pacific Education Review》2010,11(1):69-82
This study examines university students’ pre-university exposure to extra-curricular English instruction in tutorial or other
private supplementary institutions in Korea and abroad. A questionnaire and an in-depth interview were administered to forty-three
freshman students enrolled in a foreign language program at a comprehensive university in Korea. This study reports on the
key findings in the questionnaire and on the personal language-learning experiences of seven interviewees chosen from the
larger sample. The findings reveal that these students had undertaken widely different language instruction outside of school.
Some had access to supplemental programs, while others relied completely on language training available in primary and secondary
schools in Korea. Those with opportunities for study in venues outside the standard language sequence in Korean schools had
significantly higher English proficiency and may affect their performance in their subsequent university-level English program.
The paper concludes with the proposals for addressing discrepant English-learning backgrounds in order to remediate the significant
differences in English language proficiency that characterize post-secondary programs at Korean universities. 相似文献
5.
Some proposals for change to the role of the catholic sector in the Australian school funding policy process 总被引:1,自引:0,他引:1
Michael Furtado 《The Australian Educational Researcher》2006,33(3):55-90
This paper is set against a history of school funding policies in Australia that begins with the first public policy recognition
of the disadvantages experienced by government and non-government schools in the 1973 Schools in Australia (Karmel) Report.
The paper traces a history of school funding policy linking it with the current backlash against public education and retaliatory
backlash constructions of public schools as the new disadvantaged in an increasingly competitive and deregulated school funding
policy environment. These backlashes, argued to be against the indiscriminate funding of independent schools policy by several
protagonists of public education, are framed in terms equivalent to what Lingard and Douglas (1999) have called ‘recuperative’
politics. From the kind of recuperative statist politics considered in this paper, construing the backlash effects of public
and private schools as damaging and unproductive as those emerging from the gender wars in education policy, I propose a move
to an Australian school funding arrangement in which all schools, both public and private, are integrated into one deregulated
and equally funded sector, as typify diverse school provisions in several OECD polities (Caldwell 2004, FitzGerald 2004).While
briefly tracing a school funding policy chronology, this paper also concentrates on the current policy moment in relation
to school funding, that signals the end of distinctive public and private education sectors, and in the context of which it
argues that private schools should be funded equally to state schools, a trend in evidence since 1996. The focus on the current
policy moment entails an abbreviated analysis of the Fitzgerald Report (‘Governments Working Together: A Better Future for
All Australians’ 2004), which makes a number of recommendations to the Victorian and other governments in relation to the
public funding of all Australian schools1. The paper addresses the impact of this trend especially on the funding of Australian Catholic schools. 相似文献
6.
Dawit M. Mekonnen 《Journal of Educational Change》2008,9(3):281-304
In 2003 the Ethiopian education system experienced wide-ranging reform that touches every aspect of the system. This reform
is called TESO (Teacher Education System Overhaul). Designed to address educational problems in Ethiopia, TESO introduced
significant structural changes and promised to bring a ‘paradigm shift’ in the Ethiopian educational system by engaging teacher
education in changing society and promoting democratic, practical, and problem-solving education. This paper examines, through
an analysis of the TESO document and an examination of the views of teacher educators, TESO’s assumptions, mission and the
coherence among the various components of TESO. It also reveals gaps and discrepancies between TESO’s mission, its reform
process, and strategies. The promise and assumptions of TESO are challenged by considering extant realities in Ethiopian schools
and evidence from literature on effective teacher education programs and educational reform. The paper reflects on how, by
giving priority to equity, TESO compromises on some elements of effective teacher education programs. It is indicated that
TESO has been a welcome addition to the Ethiopian education system as it addresses elements that had previously been missing
from the system, such as, outlining directions to teacher education, devoting longer duration for practicum, and heeding seriously
to the professional preparation of teachers. At the same time, it is contended that the imbalance among program components,
its permeability to ill-prepared students and the contradiction between program rhetoric and strategy and reform processes,
as described by teacher educators, could be stumbling blocks which prevent TESO from fulfilling its promises. 相似文献
7.
Teacher education programs help teachers gain knowledge and skills, develop ‘new’ attitudes, and impact their beliefs about
teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon
of existing teacher preparation programs, findings of this study could greatly contribute to needed research in the field
and inform policy makers. This study examines a pre-service education program at a private university in Lebanon for the purpose
of assessing the program’s learning outcomes. Qualitative data were collected from questionnaires, pre and post surveys, and
reflective journals focusing on perceptions of an effective teacher before and after training to detect any development from
50 student–teachers enrolled in the senior practicum classes during the scholastic year when the study was conducted. Fifteen
student journals were examined for their reflections on principles, facts and techniques acquired, changes in behavior after
training, and the relation of learned theory to work field in light of what they had experienced during their 180 h of fieldwork
and seminars at the university. Results were then compared to the program’s stated learning outcomes to assess whether they
were achieved. Findings indicated that training positively affects student–teachers, but still more rigorous steps should
be taken to ensure that all learning outcomes are met. Implications for program training improvement and recommendations for
future research are made. 相似文献
8.
Since school voucher funds are public, policymakers fiercely debate how those funds should be spent. A goal of many decision-makers is to ensure that every private school option is “high-quality” through program accountability regulations. Private schools, however, decide whether to participate in a private school choice program and likely factor the amount of state regulations into that decision. This paper estimates the program participation decisions of the private schools in D.C., Indiana, and Louisiana. We specifically examine the impacts of voucher regulations on the supply-side of voucher programs. We employ a linear probability model to examine how school quality, as measured by revenue, tuition, enrollment, and Great School Review scores, is associated with program participation for schools. Results indicate that higher tuition-levels and larger cohort enrollments, conditions normally associated with high quality schools, identify schools that are less likely to participate in voucher programs. We also find a consistent negative relationship between Great Schools Review score and the school participation decision in all three locations; however, these coefficients are not statistically significant. State fixed effects reveal that private schools in D.C. and Louisiana, the two states that have higher regulatory burdens, are less likely to participate in voucher programs. 相似文献
9.
Mehenna Yakhou 《The Journal of environmental education》2013,44(4):52-58
Abstract Environmental education is “coming of age” at U.S. universities and colleges. Baccalaureate, master's, and PhD programs in environmental engineering, environmental science, and civil-environmental engineering are now available in U.S. colleges and schools of engineering. A rich program of research supports environmental graduate students and faculty at many engineering colleges and schools. Although specialists are trained in environmental subjects, the multiplication effect of “greening” all engineering students is nascent. Deans of leading engineering schools were surveyed to determine the level of environmental curriculum offered to nonspecialist engineering students. The purpose of the research was to provide educators with a baseline of approaches to environmental education for nonenvironmental engineering students. The survey determined the scope of environmental programs offered as special programs: minor, general education, concentration, special interest, and degree core requirement. Analysis of the survey responses and suggestions on program implementation are presented. 相似文献
10.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
11.
This paper investigates the ways in which corporate ideas are impacting on Australian education, with a particular emphasis on secondary schools. We note the growing importance of a culture of enterprise in changing the practices of schooling, indicating how a performative organisational culture is producing different identities and relationships in educational work. The paper begins by considering the imperative for schools and individuals to be enterprising. It then moves on to examine more closely the impact of this discursive shift on teachers, students and school communities as they engage in enterprising practices. We draw on our research of over 50 state and private schools mainly in south-east Queensland to demonstrate how the newly emergent corporate ‘curriculum’ is producing a changing set of imperatives, responsibilities and outcomes for leadership in ‘enterprising’ schools. 相似文献
12.
Newly inducted special education teachers must be well-prepared to address changes in today's schools, including increased student diversity, implementation of tiered systems of support, and the need for increased collaboration with general education teachers and specialists. The purpose of this qualitative study was to develop and implement a data-based continual improvement approach to identify the strengths of our special education Master's program and address changes needed to ensure that graduates are ready to engage with the demands of their chosen profession. Using data gathered from 24 recent graduates and 20 field mentors, we describe our model and what we have done with our results over two years. An important finding is that our students greatly value the relationships they form during the program and the relationships the faculty model, and participants attribute our graduates' skills in collaboration to our program's modeling of collaborative processes and positive relationships. Implications for effective approaches to continuous improvement of special education teacher preparation programs are discussed. 相似文献
13.
John E. Cowan 《TechTrends》2012,56(1):12-18
Between 2000 and 2009, 243 students in 11 cohort groups participated in the Internet-Based Masters in Educational Technology
(iMet) Program. iMet is a hybrid masters program in education with an emphasis in educational technology. Students in the
program work collaboratively in a problem-based approach to the integration of technology into instruction. The program completion
rates are higher than other online programs and even higher than traditional face-to-face masters programs. In addition, program
graduates go on to become successful educational technology leaders. A key to the program’s success is the use of a community
of practice model for its participants. An analysis of 78 student course reflections and 92 post-program surveys revealed
that the community building strategies used in the program were instrumental in enhancing students’ experiences and boosting
program completion rates. This article describes the key strategies used to develop and maintain a successful hybrid community
of practice. 相似文献
14.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
15.
Philip Jaffe 《Journal of Jewish Education》2013,79(3):25-65
The focus of my remarks will be narrow: Title V of S.1141, the “AMERICA 2000 Excellence in Education Act.” This section of the bill, entitled “Parental Choice of Schools,” authorizes the appropriation of federal grants for local educational agencies that implement educational choice programs; assures that Chapter I remedial educational services will be available for children participating in educational choice programs; and provides special grants for educational choice programs of national significance. A key aspect of these provisions—and one of its most controversial — is the requirement that an “educational choice program” must include both public and nonpublic educational options. Thus, for example, section 523(b) defines “educational choice program” as: a program adopted by a State or by a local educational agency under which (1) parents select the school, including private schools, in which their children will be enrolled; and (2) sufficient financial support is provided to enable a significant number or percentage of parents to enroll their children in a variety of schools and educational programs, including private schools. 相似文献
16.
Barbara Daveson Jane Edwards 《International Journal of Disability, Development & Education》1998,45(4):449-457
Music therapy is the planned use of music to achieve therapeutic aims. This article outlines the role and application of music therapy in special education with reference to findings documented in recent research and practice literature. Music therapy in Australia is practised in medical contexts (e.g., nursing homes, hospice care, hospitals) and education contexts (e.g., special schools, regular schools, and special education development units). Music therapists also work in private practice or in community programs. 相似文献
17.
Donna Pendergast Kay Whitehead Terry de Jong Lesley Newhouse-Maiden Nan Bahr 《The Australian Educational Researcher》2007,34(2):73-90
Teacher education programs focussing on the development of specialist teachers for ‘the middle years’ have proliferated in
Australian universities in recent years. This paper provides some insights into middle years’ teacher education programs at
the University of Queensland, Edith Cowan and Flinders Universities with regard to their: philosophical underpinnings; specific
educational context; scope and nature of the program. In addition, some of the research directions and efficacy strategies
utilised in conjunction with the programs will be shared, along with some early findings from a longitudinal study in one
of the programs. We propose that the pattern of programmatic growth heralds a new time for teacher education, and we speculate
about the production of new kinds of teacher identities as graduates take their place in the profession. 相似文献
18.
Eleonor Bredlöv 《Studies in Continuing Education》2016,38(2):243-258
This study focuses on the recruitment of adults to the beauty industry in Sweden. It is concerned with a move in (beauty) education away from state and towards private provision in a wider context where education is becoming more heavily marketised. Drawing on a poststructural approach inspired by the work of Foucault and feminist theory, the shaping of student subjectivity in recruitment material for private beauty schools is analysed. A poststructural approach provides analytical tools that make visible the process of how power shapes subjectivities, and the use of feminist theory gives special focus to the gendered aspects of this process. The study includes a textual analysis of website homepages of beauty schools, beauty schools’ Facebook pages and web pages that provide compiled information on educational programs and courses connected to the beauty industry. The analysis shows how consumption is constituted and feminised through specific marketing strategies and thereby becomes both a starting point and a resource for the shaping of student subjectivity. Thus, a particular form of gendered entrepreneurial self is shaped in this femininised educational context, and this study therefore highlights the importance of vocational research that takes into account the shaping of student subjectivity. 相似文献
19.
ABSTRACTCommunities are investigating new ways to expand access to high-quality early education. A new early care and education partnership initiative in a mid-Atlantic state offered publicly-funded preschool slots to eligible children in private early childhood programs and provided quality supports to participating private programs. This qualitative study examines the implementation of this partnership initiative from the perspectives of administrators, early childhood program staff, and family members of enrolled children. Researchers conducted 15 focus groups with these stakeholders across five communities and used a directed content analysis approach to analyze the data. Research Findings: The thematic findings from this study suggest that ECE partnerships can improve implementation processes by developing intentional communication plans and paying attention to the needs and preferences of early childhood program staff and families. The study findings also suggest that private programs may be able to counter the loss of preschool enrollment slots to public schools by participating in ECE partnerships. Practice and Policy: Policymakers may use these findings to inform the design of new ECE partnership initiatives or other initiatives that involve collaboration among early care and education programs. Practitioners may use these findings to inform planning for new partnerships they are engaged in. 相似文献
20.
Jeanne Maree Allen 《Asia Pacific Education Review》2011,12(2):289-299
In this paper, I show how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and
sustained in front-end loading university programs. Taking teacher education as an exemplar, I argue that trainee teachers encounter different and oft-times
conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ of their training program, namely,
the on-campus pre-service program and the in-school experience. The argument draws on interview and focus group data collected
via a study of first-year graduate teachers of an Australian pre-service teacher education program. My conclusions are two-fold.
First, I argue that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end
loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university
in practice in the workplace. Second, I conclude that Mead’s theory of emergence proves effective in predicting the obduracy
of the gap between theory and practice in front-end programs. 相似文献