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1.
The Ministry of Education and Culture in Zimbabwe has introduced an intervention into the school curricula to complement the
already existing mechanisms in the fight against HIV/AIDS. The literature in this programme is said to be designed to develop
children’s knowledge of HIV/AIDS and to maximise both individual and community commitment to the safest protective behaviour
possible. This paper argues that despite the Ministry’s efforts there is a dearth of such literature which would depict human
relations and experiences in the context of HIV/AIDS in the corpus of Zimbabwean children’s literature in schools. It proposes
that more fiction about HIV/AIDS could effectively complement the current non-fictional texts used in most Zimbabwean schools.
This paper seeks therefore, to clarify the need for fictional narratives in which the disease plays a part since they will
provide the main context in which young children learn to cope with the realities associated with HIV/AIDS through education.
It posits that Zimbabwean children’s literature should also depict the conceptual framework within which health, human interaction
and sexuality are understood in relation to the epidemic.
Hazel Tafadzwa Ngoshi is with the department of English and Communication, Midlands State University, Zimbabwe. She teaches
Renaissance and 20th century English literature and autobiography. A holder of a Master of Arts degree in English from the
University of Zimbabwe, her research interests include children’s literature and autobiography. Currently, she is writing
a book on Zimbabwean female (auto) biographies.
Juliet Sylvia Pasi holds a Master of Arts degree in English from the University of Zimbabwe. She teaches Communication and
African literature in the department of English and Communication at the Midlands State University, Zimbabwe. Currently, she
is researching on aspects of orality in Zimbabwean children’s literature and the mediation of gender identities in African
literature. 相似文献
2.
Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? 总被引:1,自引:0,他引:1
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher
education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate
student research experiences at different types of colleges and universities from the early 1990s through 2004. The results
indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students
at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were
consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates
in research with faculty members.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence,
college student experience, and higher education finance.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree
from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University.
Her research focuses on college student learning and development. 相似文献
3.
Quality and Qualms in the Marking of University Assignments by Sessional Staff: An Exploratory Study 总被引:3,自引:0,他引:3
The higher education sector is increasingly reliant upon casual (‘sessional’) staff for teaching and marking purposes. While
this practice has been little examined in the past, over the last few years increasing attention has been paid to the quality
of marking, mainly because students and academic staff alike are becoming increasingly likely to question examples of poor
practice. Hence, many universities in Australia are now attempting to introduce stricter procedures relating to marking. Despite
current concerns, there is little published research on marking practices in Australian universities. This paper adds to the
body of knowledge by reporting on two pieces of empirical research into the use of casual markers. A project at Charles Sturt
University comprised focus groups of, respectively, students, lecturers and markers, and a survey of distance education students.
Research at the University of South Australia focused on pedagogical issues relating to marking, comparing the approaches
of permanent lecturing staff with those of sessional markers. The results of these projects provide a useful insight into
areas of current concern to university staff and management. 相似文献
4.
5.
“HPT has had a significant impact on the instructional design and technology field.”
Cynthia Conn is working on her Ph.D. in educational technology at the University of Northern Colorado
Jacqueline Gitonga is currently working on her Ph.D. in human resource education at the University of Illinois at Urbana-Champaign.
Her research interests are in training and development, instructional design and human performance technology. 相似文献
6.
In this paper, Terry Evans of the Institute of Distance Education at Deakin University (Geelong, 3217, Australia) and Daryl Nation of the School of Social Sciences at Gippsland Institute (Churchill, 3842, Australia) argue that Dialogue is the essence of the practice, research and theory in distance education. Dialogue is crucial for real understanding, and for ‘quality in learning’... students are actively engaged in constructing meaning rather than recipients of information as embodied in mechanistic conceptions of the learner. The authors hope to develop international dialogue amongst teachers and researchers in distance education. The editors of this journal also want to encourage this dialogue through further publications, and correspondence. 相似文献
7.
Rodwell Chitiyo Stephen W. Harmon 《Educational technology research and development : ETR & D》2009,57(6):807-830
In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education,
this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school
teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction,
and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data
collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing
Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies
were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration
tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized
by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a
hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration
policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus
of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice
and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional
technology integration in “developing” and/or low-income countries like Zimbabwe. 相似文献
8.
陈洪捷 《Frontiers of Education in China》2009,4(1):56-65
Advanced knowledge is the basis for higher education, but less research on higher education deals with it. The essay elaborates
on the major point in several ways: first, the practice-oriented higher education research tends to ignore advanced knowledge;
secondly, higher education shall never turn a blind eye to advanced knowledge due to their close relation; thirdly, the paper
presents a tentative discussion over the external and internal characteristics of advanced knowledge. The research on advanced
knowledge can not only provide better support for the reform of higher education, but also has great significance in perfecting
the present theoretical system of higher education.
__________
Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2006, (4): 2–8 相似文献
9.
Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators 总被引:1,自引:0,他引:1
Luis UrrietaJr. 《The Urban Review》2007,39(2):117-144
Using Holland, Lachicotte, Skinner, and Cain’s (1998) theory of identity and their concept of figured worlds, this article
provides an overview of how twenty-four Mexican Americans came to produce Chicana/o Activist Educator identities. The desire
to raise consciousness (teach for social justice pero con ganas) and “give back to the [their] community” became a very important part of this identity. Using an ethnographic interview
as well as a life history interview methodology, this article specifically focuses on the participants’ conceptual and procedural
identity production in local Chicana/o activist figured worlds (usually in colleges and universities). In these local figured
worlds, the participants produced a more complex process of identity production that was both conceptual and procedural. The
article concludes with broad implications for urban teacher education.
Luis Urrieta, Jr. is assistant professor of cultural studies and education and Fellow in the Lee Hage Jamail Regents Chair
in Education at the University of Texas at Austin. His research interests are in identity, agency, and social movements in
education with a focus on Chicana/o and Indígena (P’urhépecha) education, citizenship and social studies education. 1 University Station D5700, Austin, TX 78712, USA. 相似文献
10.
Munhuweyi Peresuh, Senior Lecturer in Special Education at the University of Zimbabwe, and Lesley Barcham, Distance Learning Co-ordinator, with the British Institute of Learning Disabilities, examine issues of policy, provision, facilities and human resources characterising special education in Zimbabwe, and analyse the key opportunities and difficulties in providing special education in a developing country. Their article examines the impetus for growth in integrated provision for children with disabilities and difficulties in learning. 相似文献
11.
Raúl Gagliardi 《Prospects》1995,25(1):57-78
The International Bureau of Education is launching a research project on the training of teachers for intercultural education.
The project is called ‘Basic Education for Participation and Democracy: Key Issues in Human Resources Development (Teachers
and Multicultural/Intercultural Education)’. The general objective of the project is to develop countries' capacities to improve
basic education, especially in multicultural contexts, and particularly through teacher training. Another objective of the
project is to improve teachers' capacities to educate minorities, which is an important element in the building of a more
democratic society.
This article summarizes the results of the project and integrates them with strategies and methods developed by the Laboratoire
de didactique et épistémologie des sciences of the University of Geneva, the Department of Biology of the University of Pavia
and other research and training centres in Europe and Latin America.
Ph.D. Professor at the University of Pavia, Italy. Member of the Laboratoire de didactique et épistémologie des sciences,
University of Geneva. Technical adviser to the UNESCO: International Bureau of Education's Project ‘Basic Education for Participation
and Democracy: Key Issues in Human Resources Development (Teachers and Multicultural/Intercultural Education)’. His many publications
includeTeacher training and multiculturalism: national studies (1995). 相似文献
12.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
13.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
14.
Gigi Foster 《Higher Education》2010,60(3):301-319
Tertiary education is now accessible even to those who appear unlikely ex ante to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely
on two things to protect the quality of the degrees they award: selection mechanisms operating during students’ tenure, and
effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate
course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment
across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students
directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students).
Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective
in facilitating both the disproportionate out-selection of students with poor initial preparation, and the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers’ formal
university affiliation. 相似文献
15.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
16.
This article is a response to ‘Mapping educational research and its impact on Australian schools’, Chapter 2 of The Impact
of Educational Research, in which researchers Allyson Holbrook, John Ainley, Sid Bourke, John Owen, Philip McKenzie, Sebastian
Mission and Trevor Johnson report on their Commonwealth Education Department commissioned study. They mined the Australian
Education Index and the Bibliography of Education Theses in Australia for patterns in education research in Australia over
the years 1984–1997 and compared the results with additional data obtained from university education faculties, postgraduate
students of education, school principals, system-level administrators and professional associations. 相似文献
17.
The proposition of “the more national, the more international”, when applied to education, is not absolutely right. Given
education, educational research and the modernization of educational research, these can be more international only when their
essence represents, reflects or implies the trend of human education and educational research. Otherwise, it would not be
the case.
__________
Translated from Journal of Sichuan Normal University (Social Science Edition), 2004 (3)
The author is grateful to the National Education Science Funds for the financial assistance to this study. 相似文献
18.
导师指导频率对博士生培养质量的影响--基于博士生视角的分析和探讨 总被引:5,自引:0,他引:5
博士生教育是国际上公认的正规高等教育的最高层次,导师的指导在博士生培养过程中起着举足轻重的作用。本文对澳大利亚昆士兰大学关于博士生导师指导情况的调查进行了分析和研究,并通过国际比较,从博士生的角度,阐述了导师指导频率这一影响博士生培养质量的关键因素。最后对提高我国博士生导师的指导频率提出了若干建议。 相似文献
19.
Paul Ramsden 《Innovative Higher Education》1994,18(3):177-188
This paper considers some implications for teaching in higher education of quality assurance demands made in circumstances of financial restraint. The paper suggests that responses must be anchored in improvement in student learning. This has implications for university teaching, for the evaluation of its effectiveness and for leadership in universities. The paper commences with a discussion of an understanding of the nature of the relationship between teaching and learning in higher education resulting from an Australian investigation of student perceptions of university teaching. The understanding arising from this study suggests that, given that the environment is an educational one, both evaluation of teaching and educational leadership should be in harmony with effective approaches to learning and teaching.Paul Ramsden is Professor of Higher Education and Director of the Griffith Institute for Higher Education at Griffith University, Brisbane, Australia. He has taught in polytechnics, universities, and schools in the United Kingdom and Australia. His research field is the influence of teaching and assessment on the quality of student learning. Dr. Ramsden has been professionally involved in faculty development for over 15 years and published the textLearning to Teach in Higher Education, Routledge, New York (1992). He holds degrees from the University of London and the UK Council for Academic Awards, and a Ph.D. from the University of Lancaster. 相似文献
20.
研究生人均培养成本实证研究--以复旦大学为例 总被引:5,自引:1,他引:5
林荣日 《清华大学教育研究》2004,25(5):60-67
定量测算研究生人均培养成本和高校固定资产总值,是教育经济学研究的两大难点。本文运用《教育经济学》的最新研究成果及其相关理论和方法,在大量实地调查的基础上,较为科学地测算出了2003年复旦大学研究生人均年度培养成本、人均教学成本、人均科研成本和固定资产总值。其结果如下:(1)博士研究生的人均年度培养成本、人均年度教学成本和人均年度科研成本分别为41413.18元、6269.62元和35143.56元;(2)硕士研究生的人均年度培养成本、人均年度教学成本和人均年度科研成本分别为35630.79元、10150.80元和25479.99元;(3)复旦大学固定资产总值为9510829029元;(4)复旦大学固定资产折旧成本和固定资产潜在租金总值为760866322.3元。 相似文献