A Brief Analysis of Misconceptions and Problems of Educational Narrative Inquiry

As a qualitative research method, the educational narrative inquiry is widely used in educational research. However, there exists some misconceptions about what is narrative inquiry and how to do educational narrative inquiry among the beginners who are interested in this method. Educational narrative research can not invent education event, nor is seen as a conventional research method. And the narrative inquiry should not be considered equivalent to ordinary way of telling stories. This paper will make a brief analysis of misconceptions and problems of educational narrative inquiry to help the beginners to better understand narrative inquiry and do this kind of research in a proper way.     

Questions in the answers to primary school educational reconstruction in Sierra Leone

The purpose of this paper is to review current issues in pre- and primary school reform and to pose questions on the long-term implications of present day solutions. Such an exercise will open up discussion on the probable effects of educational policy decisions with a view to minimize negative effects brought on by new policies. Because data collection in Sierra Leone is embryonic and unreliable, it is difficult to be definitive in planning future reform in education based on available data. The civil war between 1989 and 1999 practically shut down the educational system. Some of the obvious steps taken to ameliorate the situation included mandatory compulsory primary education in 2004 and completing the construction of 500 new classroom buildings by 2008. School enrolment doubled between 2001 and 2005 and the Gross Enrolment Ratio （GER） was about 160 percent. It is important to join in a discussion of the long-term implications of short-term solutions to educational development in Sierra Leone. The paper is organized under the following headings： （1） The context of pre and primary school development; （2） Current education system; （3） Issues in pre-primary and primary education; （4） Government statements on education and jobs respectively; （5） Questioning as a way to improve education quality; （6） Discussion; and （7） Recommendation.     

Inclusive education in Bosnia and Herzegovina

This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of inclusion in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school, high school and university education, with more than 30 laws covering the area of education. General and special education are separately regulated, thus violating the rights of children with special needs to be educated in the mainstream schools closest to their home. Negative attitudes, prejudices and stereotypes, educational standards non supportive for the inclusive education, lack of engagement of university facilities and negligence of scientifically based research are also considered in this study.     

An Excursion into the Time Tunnel of Curriculum Development in Macau： A Story of Discourses and Practices

The first wave of educational reforms in Macau took place in late 80s and early 90s. In 1991, the first Education Law was approved in Legislative Council. It signified a path leading to more ＂disciplined＂ education system. It was then by legislative means through standardization, regulations, implementation of the universal free education, establishment of the ＂public school net＂, construction of a ＂localized＂ curriculum framework, and the definition of various kinds of teacher education enabled the government to participate in overall educational matters. Among all, curriculum development is a significant component in the arena of educational reform. The localized curriculum was first implementation in 1995 in all government schools with Chinese as a medium of instruction, and was not compulsory in private schools. Macau is now starting a second wave of educational reform, with special attention to the re-construction of the present curriculum. Thus, it is the objective of this study to examine and disclose the discourses and practices of the curriculum development in the territory in order to re-vision the future development. The time travelling tunnel gives two scientists the ability to travel in time and space in the television series in the UK in 1960＇s. In this paper, ＇excursion into the time tunnel＇ is used metaphorically, to describe the research process for it is to be adventure and an exploration. Furthermore, the metaphor ＇time tunnel＇ also bridges the present to the past and the future. This is how the author attempts to reveal the story of discourses and practices of the curriculum development in Macau through the ＇time tunnel＇ interweaving with the past, the present and the future. This study stems from a particular stance of educational policy analysis. The study is informed by aspects of critical and post-structuralist perspective, with particular reference to Michel Foucault. In this paper, official document, namely Gazette （known as Boletin Oficial in Portuguese） is the focal point of interest.     

Bridging the gap between higher education and the Telecommunications Engineering Sector

In this paper, the growth of the telecommunication sector in Pakistan and consequent development in the related professional education is studied. The widening gap between the telecommunication industry and associated education sector is identified. The higher educational programs in Pakistan have grown very rapidly to meet the needs of the explosive growth in the telecommunications＇ engineering sector but this growth is not in synchronization with the requirements of the industry due to non-existence of collaboration and co-operation between the two. The professional education in telecommunication in Pakistan and the higher educational degree programs are very precisely focused on producing quality graduates with refined technical and mathematical skills While the telecom sector in Pakistan is in principle a service provider and a consumer market that mainly requires engineers for operation and maintenance related activities. As such the skills imparted by the education sector are rarely utilized, which results in dissatisfaction among the telecommunications＇ engineers. A survey of both the telecommunication sector and the academia has been conducted along with detailed discussions to explore the reasons for this ever-increasing gap, ways and means to arrest this trend and future course of action for the academia and the telecom sector to develop. A study related to other emerging technical fields like computer science has also been made for the comparison. On the basis of this extensive exercise outlined above, measures have been suggested to bridge the gap between the education and the industrial needs of the telecom sector. By adopting these measures not only our education sector will become more beneficial to the industry, but the industry would also get the advantage of immense potential of young graduates and the academic research.     

Analysis on Elements Related to Education

Based on theories of educational philosophy and psychology this paper discusses and analyzes a series of elements related to education, and illustrates the aim of education, contents of curriculum, methods of teaching, nature of the student, and the role of teachers.     

Practicality in Curriculum Building: A Historical Perspective on the Mission of Chinese Education

This paper examines how the definition and interpretation of the concept gewu zhizhi 格物致知 (investigating things and extending knowledge), evolved along with Chinese intellectual efforts to construct the framework for Chinese learning which, in turn, had a profound impact on the development of educational curricula in different historical periods. In Confucian philosophy, “practicality” appears ambivalent, as it can refer to moral cultivation in daily life or knowledge in the material world. Such ambivalence, embodied in the evolution of the concept of gewu zhizhi, can be interpreted as a Chinese search for a well-rounded curriculum in education. Within this framework, this paper traces the origin of the concept in The Great Learning, and investigates how it was developed to refer specifically to natural studies and then to scientific knowledge introduced into China in the late Qing period. This historical reflection on Chinese education points to the shared humanistic values in the Confucian approach to education and in the Renaissance ideal of a liberal education. It calls for a search for a common humanity in rethinking the content and aim of a modern Chinese education.     

Language policy provisions and curriculum issues： The challenges for secondary schools in Nigeria

Language, language policy and curriculum issues occupy very important and strategic places in educational planning in any society. In a multilingual Nigerian society as well as in similar countries like Australia, India or even in seemingly homogenous linguistic societies like Britain, language planning, development and policies are sin qua non. In this paper, the author has tried to look from the perspectives of the provisions of the National Policy on Education （1981） and the Constitution of the Federal Republic of Nigeria （1979）, and examine the curriculum issues arising from the language and policy aspects in achieving the national educational aims, goals, objectives and development. This paper takes a cursory look at the constitutional and policy documents as well as the realities on ground in the secondary schools. It is discovered that, this sub-sector of education is characterized with language implementation crisis. The disturbing issue is that, since the language of instruction is bedeviled with crisis, the whole educational system itself becomes a failure. The paper recommends that, Nigeria should carry out a language policy reforms that will be acceptable and effective bearing in mind the role of language and language policy in education.     

The Application of Maslow’s Hierarchy of Needs to Educational Settings

Hierarchy of Needs,one of the most influential motivation theories,was developed by Abraham Maslow in 1940-50’s USA.Hi erarchy of Needs theory has great significance in understanding human motivation,management training and personal development.The purpose of this paper is to investigate briefly the application of the theory to educational settings so as to guide a more effective education.     

Moral Education of Youths in the Information Age

In Chinese societies, moral education has always been considered the most essential component of education because the nurturing of moral persons is the prime function of schooling. The implementation of moral education has relied on the inculcation of values that reflect moral ideals. The emergence of the Information Age, with a plethora of information and ideas being disseminated instantly through informational technologies, has altered the educational landscape of the world and challenged the conventional approach to moral education. Given this context, we argue that it is important for Chinese educators to find an alternative approach to moral education that can embrace the new realities of our networked world. In this approach, lofty moral ideals should give way to simple and easily understood concepts such as respect, information and ideas in the ＂cyber world＂ should be exploited rather than shunned, and the genuine interests of children and youths should form the basis of moral education that is at once relevant and enlightening. In proposing this approach to moral education, we also assume that moral educators in Chinese societies, which include school teachers, parents, and organizers of nonformal education programs, would endeavor to understand the complex world of cyber realities and devise feasible ways to suit contextual educational needs.     

Synergizing pedagogy, learning theory and technology in instruction： How can it be done？

Instructional reform movements in the 1990s called for an effective and concurrent integration of various educational components. For effective classroom instructional reform, it was suggested that teaching method （pedagogy）, learning theory, and technology be promoted concurrently to form synergistic relationship. Thus, the primary purpose of this paper is to report a research that investigated the use of constructivism （learning theory） and technology in project-based learning （pedagogy） in elementary school classrooms. This paper consists of three main parts. The first part introduces the idea of integrating elements of pedagogy, learning theory and technology in a synergistic manner. The second part outlines the research findings of the extent of such integration in an elementary school. The final part of this paper provides suggestion on how these elements can be integrated in an effective and synergistic manner in order to bring about an instructional reform in education.     

From lofty ideals to painful failures： Lessons from the rapid expansion of higher education in Taiwan

For the past few decades, many countries have been giving increasing stress on expanding their higher education system, in the belief that greater access to higher education will bring abundant rewards in the era of globalization and knowledge-based economies. Taiwan is no exception. Between 1986 and 2006, the government of Taiwan dramatically expanded the number of higher educational institutions from 28 to 147, expecting that this action would enhance educational equity and lead to greater economic prosperity. Popularization, however, does not necessarily result in equity. To be sure, the increase in the number of institutes of higher education in Taiwan has made it possible to accommodate almost all interested students. Yet, because the government has failed to make commensurate increases in public funding for higher education, the quality of university education in Taiwan has seriously deteriorated. Moreover, since many students from poor families still cannot afford the increasingly expensive cost of higher education, neither equity nor equality of opportunity has been achieved. In light of this phenomenon, this article focuses on： （1） describing the changes which Taiwan＇s higher education system has undergone over the past two decades; （2） examining the equity issues relating to higher education in Taiwan; and （3） putting forth some suggestions which Taiwan＇s policy makers can use to address the problems which have arisen as a result of the expansion of higher education.     

Educational technology, epistemology and discourses in curricula in Norway

Why is Norway, the first nation in the world defining digital literacy, as the fifth basic competence in the national curriculum？ How has epistemological and ontological issues influenced educational technology and how has this influenced discourse of educational technology in curricula which have led to today＇s ＂technology friendly curriculum＂？ These are central questions in this paper and one of the main aims within the paper is to analyze what kind of impacts, such underlying epistemological and ontological aspect, has been given in Norwegian curricula throughout the last decades in light of Koschmann＇s （1996） technological paradigms. As consequence of this, the paper will highlight the most relevant discourses about educational technology in different curricula as an entry point to ask, if the increased ICT （Information and Communication Technology） status in the new national curriculum has established new discourses and got any impact in the practice field yet.     

Critical Thinking and Educational Ideal

Critical thinking, as an educational trend, has been much discussed and proposed nowadays. In this paper, an analysis is made on the gap between our present educational practice and educational ideal from three different aspects, that is, the content, the manner and the one-sidedness of our teaching. It＇s observed that there is still a long way to go in order to realize our educational ideal and critical thinking, and critical pedagogy should be widely promoted and applied so as to foster well-educated people in its true sense. A conclusion is finally reached that education is the core no matter what theories and concepts are proposed and adopted.     

Exploration of Teaching Methods in English Reading Lessons

With the increasing of globalization on social life and economic activities,English has already become one of the basic and essential accomplishments for citizens all over the world.English education,in five-year higher vocational education,not only need adapt to the requirements of social and economic development,giving service in order to cultivate high-quality and high-skilled talents,but also should consider students’ mental and emotional attitude as well as other factors,thereby meeting their stainable needs in employment and life after graduated.Therefore,the English education of five-year higher vocational education possesses multiply social and cultural significance.Though the analysis and understanding of the course objectives,ideas,contents and implementation suggestions brought up by The English Curriculum Standards of the Five-year Higher Vocational Education in Jiangsu Province,this paper explores the educational methods of higher vocational English reading lessons.     

Strengthening the central position of undergraduate course teaching in local higher education institutions

Based on the achievements from the educational and teaching reforms conducted in Yanshan University in recent years, and considering the problems arisen from the University＇s development, this paper attempts to explore and illustrate the significance of conducting the teaching-oriented study and discussions, most importantly it provides some reflections on the basic issues in subject construction. Finally, this paper firmly holds the view that strengthening the central position of teaching is of strategic importance to local universities and colleges, therefore, only through placing teaching on the center stage of leaders of various levels and center of all the university＇s activities, at the same time carrying out the guideline for intensifying the principal status of undergraduate education, can Yanshan University rank in well-known high level university in China.     

Significance of Educational Research

The intent of this article is to examine educational research not only plays a vital role in, but also makes a positive contribution to educational practice. By means of research of secondary source collection, relevant evidence is selected, evaluated and organized into three key areas:guidance and methodology to educators, improved quality of teaching and learning and the evolution of education. In order to explain those three benefits obtained from the educational research, examples based on ESL researches and experts’ opinions are used. The research results strongly show that educational research is valuable in providing guidance and methodology to educators, improving quality of teaching and learning and promoting the evolution of education. Based on these findings, educational research is definitely beneficial and significant for educational practice In the future, more extensive researches should be constantly be conducted. Besides, educators should evaluate researches in order to realize a desirable teaching effect.     

Views of epistemology from Locke and Confucius

In the history of humanity,there are so many great thinkers contributing a lot to our lives.In education area,thinkers in both eastern and western countries left so many master pieces to later generation.Are there any difference between their ideas of learning? What makes the differences between Chinese learner and those from western countries? In this paper,I will try to explain these by compare the views of epistemology from Locke and Confucius.From that we may find the answer.     

Education experienced by foreign-born faculty whose native countries have undergone major socio-economical changes

Three professors of education reflected on education in their countries of origin, and compare their education with learning, teaching and the education in the United States. The three countries represented are China prior to the political and economical reforms starting from 1979, Iran prior to the Islamic Republic of 1979, and the Russian Federation of the Former Soviet Union prior to the fall of the Soviet Union in 1991. Certain aspects of education such as the curriculum, pedagogy, length of schooling, methods of teaching, the textbooks, and priorities and goals of schooling in each country are discussed. This article is a comparison of the educational system of each country with the American educational system as well as among the three countries. The article concludes with each author offering some ideas on how the American educational system might benefit from the experience of the other countries.     

The effects of globalization phenomena on educational concepts

It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question： Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense？ The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address （global） conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality.