Viewing the Curriculum as a Product:

From a marketing perspective, an important product of the institution of higher learning is the curriculum. This study used survey research and target marketing to learn more about what the business community wants this product to be like. The results indicated many firms have similar perceptions about the importance of various marketing courser, skills and personal characteristics to entry-level employment in their organization, regardless of market segment. Where differences were found, a company's scope of operations (i.e., local, regional, national, international) was found to provide the most insight for viewing the curriculum as employment preparation and for assisting educators interested in updating the marketing curriculum.     

Practice Theory: Viewing leadership as leading

Abstract

Inspired by Theodore Schatzki’s ‘societist’ approach—in which he advocates a notion of ‘site ontologies’—in this article, we outline our theory of practice architectures (a theory about what practices are composed of) and ecologies of practices (how practices relate to one another). Drawing on case studies of four Australian primary schools, we examine how practices of leading relate to other educational practices: professional learning, teaching, student learning, and researching and reflecting. We find ‘leading’ not only in the work of principals and other formal leadership positions, but also in the activities of teachers and students. We show that changing leading practices requires changing more than the professional practice knowledge of individuals; it also requires changing the practice architectures (cultural-discursive, material-economic and social-political arrangements) in sites where leading and its interconnected practices are conducted. In order to study practices of leading, we adopt a philosophical-empirical enquiry approach, i.e. we conduct our research as a conversation between practice philosophy and theory and the empirical cases of leading we study. We study practices in the mode of research within practice traditions, sometimes described as ‘practical philosophy’, as a contribution to the self-reflective transformation of the practices we are studying.     

从一句古诗看汉语句法

从句法、语义、语用三个层面探讨汉语的句法规律。通过对韩愈4篇文章语句的统计，得出“施—动—受语序是无标记的形式，而非施—动—受语序的形式都是有标记的形式”的结论。同时，提出应以汉语表达某种客观现象之间的关系或主观对客观的现象之间的关系的基本句法形式作为讨论的出发点的观点。     

Educational Media: innovation and evaluation

Reliance on the power of audiovisual media in nurse education has substantially increased in the last few years. This has been especially so when changing approaches to patient care have required large‐scale innovations in clinical and educational practice. Successful innovation depends on effective educational provision and audiovisual media such as videotape and videodisc have been expected to act as powerful agents in this process. Yet there has been little research on the effectiveness of such media. This article examines what actually happened when the multi‐media package Who Cares? (1983) was used in the United Kingdom. The package consisted of two video films and a teacher's handbook.

All known users of the package in the United Kingdom were followed up in order to establish what sort of people used it, in what contexts, how its use was organised and how effective it was for learners. This article explores how the specific educational contexts in which media are used play a vital role in making learning effective. Relevant theory is examined to provide a model of how teachers and learners use media. The results of the research are closely related to recent developments in education and training and, finally, practical recommendations are made for improving the efficiency and effectiveness with which modern educational media are used.     

Viewing Mathematics Teachers’ Beliefs as Sensible Systems*

This article discusses theoretical assumptions either explicitly stated or implied in research on teachers’ beliefs. Such research often assumes teachers can easily articulate their beliefs and that there is a one-to-one correspondence between what teachers state and what researchers think those statements mean. Research conducted under this paradigm often reports inconsistencies between teachers’ beliefs and their actions. This article describes an alternative framework for conceptualizing teachers’ beliefs that views teachers as inherently sensible rather than inconsistent beings. Instead of viewing teachers’ beliefs as inconsistent, teachers’ abilities to articulate their beliefs as well as researchers’ interpretations of those beliefs are seen as problematic. Implications of such a view for research on teacher beliefs as well as for the practice of mathematics teacher education are discussed. This article is based on the author’s doctoral dissertation completed at the University of Georgia under the direction of Thomas J. Cooney. Parts of this article were presented at the 2004 meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Toronto, Canada).     

Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education

This paper argues for the use of ‘developmental’ evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little consensus about the nature of educational ‘problems’, let alone educational ‘solutions’. Developmental evaluation is an emerging approach to evaluating innovations and/or organisations that are in a continuous state of change; it asks the evaluators to not simply appraise a final design, but to work with designers through processes of rapid reconnaissance, mapping the territory and emergent modelling. This paper provides an account of how the adoption of the dispositions and approaches of developmental evaluation increased the trustworthiness of decision-making in the design of a new post-graduate teacher education degree in Australia. The principles of developmental evaluation as a design thinking approach have application in other complex curriculum settings.     

Dynamic time-varying evaluation on enterprise technological innovation

This paper describes a dynamic time-varying evaluation system based on set-valued statistics to eliminate the interference of subjective factors of multiple experts in evaluating enterprise technological innovation. This method is applied to evaluating three enterprises in the same industry but at a different phase regarding the status of technological innovation, using four evaluation indexes, namely talents, environment, capability and achievements of technological innovation. The obtained reasonable evaluation results deomstrate the viability of this method.     

实验DIY 难点巧突破——以真空罩实验的创新设计为例

在教学过程中通过实验帮助学生认识概念、建构规律、形成物理观念,培养学生解决问题的能力,发展学生的素养是实验教学的核心。此文阐述了通过创新设置的真空罩实验,巧妙地突破教学难点的4个案例,供大家参考。     

The use of protocol materials as an evaluation instrument

In this article a recent development in the field of teacher education in the U.S.A. is discussed and a proposal is made for the development of an evaluation‐instrument which is based on the insights gained from this development. It concerns the “Protocol Materials Program,” a comprehensive project in which materials are developed to facilitate the integration of theory and practice in teacher education. Student teachers are confronted with a series of video‐episodes. These episodes are arranged in such a way as to form an illustration of relevant theoretical concepts the student teacher has mastered. An example of protocol materials is given, the relevance of this project for teacher education is discussed and a review is given of the research on the effects of these materials up to now. The authors make a plea for the development of student evaluation instruments, based on the principles of the protocol movement: if the student teacher, after having studied a piece of educational theory, is confronted with a number of specially arranged classroom situations on video, he can be asked to relate these situations to the theory he has studied. This procedure can also help the teacher educator to diagnose what his theoretical instruction really “means” to the student teachers, i.e. whether their interpretative abilities are really increased by it.     

Exam Scams and Classroom Flimflams: Urban Legends as an Alternative Lens for Viewing the College Classroom Experience

Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of collegiate life.

高校党校课程内容的载体创新——以大庆师范学院为例

高校党校课程内容要注重与现阶段热点问题相结合,与实践环节相结合。尤其是在大学生党员培训的课程内容上,更要注重把本校特有的教育资源融入到课程内容当中,作为一种载体,使党的理论知识让学生看得见、听得进、好理解、能用上。以大庆师范学院的为例,通过三个载体,来展现高校党校课程内容的载体创新。     

以创先争优活动为契机推进基层党建工作创新

创先争优活动对全党和全体党员有着巨大的号召力和凝聚力,起到了积极的政治引领作用。本文从思想建设、组织建设、队伍建设、方法和目标等五个方面论证了创先争优活动对推进基层党建工作创新的重要载体作用。     

VCE chemistry as a curriculum innovation

Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages around them. Specializations: chemistry and science education, technology and industry links with sicence in schools. Specializations: science and technology curriculum, environmental education, educational disadvantage. Specializations: curriculum change, science career paths. Specializations: science education, computers in schools.     

论大学生智力投资教育的创新

要提高思想政治工作的效果,就必须创新教育内容和教育形式.在大学生中开展"智力投资教育活动"就是一种创新教育,它让大学生联系自己的实际计算其本人的"智力投资额",从而以真情回报父母、回报国家、回报社会,增强自身的社会责任感.     

南楚文化与“以悲为美”的产生

“以悲为美”是中国古典美学的一个重要范畴,它虽成熟于魏晋六朝,而其成长过程则相当久远,一直可以追溯到先奏时的南楚文化。楚国以其尚美、敏感的文化传统,融合了中原的理性主义,构造出瑰丽凄迷的楚辞美学。汉代以后,文学创作受楚辞影响很深,而文人群体的出现给这种美学传统带来新的特点,即为悲而悲,为艺术而艺术,是为所谓的“以悲为美”。