Cross‐border Higher Education Collaboration in Europe: lessons for the ‘two Irelands’?

This article examines three examples of cross-border higher education collaboration in Europe in order to throw light on one European region where such collaboration is only in its early stages of development. The main region examined is the Öresund region covering the Skåne area of Southern Sweden centred on Malmo and the Zealand region of Denmark which incorporates the Copenhagen region. Additionally, and more briefly, the Upper Rhine collaboration of the EUCOR universities and the ALMA collaboration (Netherlands, Germany and Belgium) are considered. Lessons from these examples are then used to assist in the assessment of existing collaboration between higher education institutions in the Republic of Ireland and Northern Ireland and the possibilities for further collaboration.     

布鲁贝克的高等教育公平观——基于《高教育哲学》的解读

20世纪70年代,美国高等教育开始从“大众化”向“普及化”过渡,高等教育“认识论”与“政治论”之间的转变引发高等教育职能的改变,有关高等教育权的“特权意识”逐渐向“权利意识”转变,三方面的因素再次将美国高等教育公平问题推至公众的视野.关于高等教育公平,布鲁贝克的公平观始终伴随着“权利意识”和“差异意识”.布鲁贝克承认人与人之间差异的存在,他指出真正的教育公平应当能够使个人能力向有益于国家的方式去发展,主张通过两种水平的高等教育来促进教育公平.     

解构与重构：对马丁·特罗大众化理论的再认识

马丁·特罗的大众化理论在解释高等教育量变与质变的关系上做出了重要贡献，在众多国家高等教育发展进程中发挥着不同作用。然而，当我们立足中国高等教育发展实际检视大众化理论的预测功能时，发现诸多“水土不服”的问题。这其中有大众化理论自身的局限性问题，也有我们对大众化理论误读的原因，还有中国高等教育发展的“特殊性”问题。因此，在中国高等教育发展规模不断扩大的今天，十分有必要重新解构大众化理论，回到大众化理论的原点，梳理其发展与修正历程，解析大众化理论的内涵与本质，剖析理论自身的局限与不足，分析传播和使用过程中的误解与误用，在中国高等教育的实践观照中重构大众化理论的“中国图式”。     

Evidence‐Based Teaching in Higher Education: Application to Counselor Education

The authors examined best practices in university‐level teaching, as premised on the evidence‐based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral‐level counselor educators using EBT practices are discussed.     

Expanding Higher Education in the UK: From ‘System Slowdown’ to ‘System Acceleration’

This paper sets out to explore the implications of current patterns of participation and attainment, particularly among 16–19 year‐olds, for the further expansion of higher education in the UK. It uses a range of recent statistics on participation and attainment to describe what is termed ‘system slowdown’. It then explores a basis for ‘system acceleration’ through the development of five possible routes into higher education both for 16–19 year‐olds and for adults. We conclude the paper by looking briefly at a number of inter‐related strategies the Government could adopt to encourage ‘system acceleration’. We suggest that unless the Government is prepared to consider policy changes of this type, it is unlikely to reach the higher education participation target it has set itself and may also jeopardise the basis for a sustainable lifelong learning system for the 21st century.     

马丁·特罗高等教育大众化思想评析

马丁·特罗教授提出的高等教育大众化理论动摇了传统高等教育发展的理论大厦,从量和质结合的角度来思考高等教育的发展,具有重要的积极影响。同时,该理论思维存在着一定程度的片面性,阶段划分的数字依据还缺乏深层的理论支持。     

Higher Education in Germany: a Case of ‘Uneven’ Expansion?

This paper investigates the expansion of student numbers in higher education (HE) in Germany. The quantitative sources indicate a constant increase in student numbers in the 1990s, but show that this growth was uneven and differentiated. The paper discusses a number of factors that influenced the increases in student numbers since the early 1990s, including the opening up and restructuring of HE in eastern Germany, and the strong increases in female participation and in the number of international students. Growth has been particularly significant in certain subject areas, as well as at Fachhochschulen and at private HE institutions. Current developments regarding the introduction of tuition fees and changing structures regarding access to HE are outlined, and their impact on the future expansion of HE is discussed.     

Parents’ self‐efficacy beliefs,parents’ gender,children’s reader self‐perceptions,reading achievement and gender

This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement.     

Hirst’s Social Practices View of Education: A Radical Change from His Liberal Education?

It is often taken for granted that Paul Hirst's switch from emphasis on liberal education to a social practices view of education is a radical one. This depends on how we understand the relation between the two views. From the perspective of a 'weak' interpretation I argue that Hirst's later position differs little from his earlier one in the light both of the relation between the forms of knowledge and social practices, and of the rationalistic character of Hirst's conception of social practices in their connection with education.     

Does maternal employment influence poor children’s social development?

Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve.     

Children’s Eyewitness Memory for Multiple Real‐Life Events

The present research examined the influence of prior knowledge on children’s free recall, cued recall, recognition memory, and source memory judgments for a series of similar real‐life events. Forty children (5–12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist‐based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word‐learning research.     

‘It’s my dream come true’: experiences and outcomes of an inclusive dance talent development programme

There are few opportunities for young disabled dancers to develop their talents, and even fewer studies investigating their experiences of such opportunities. The aim of this study was to explore the perspectives and outcomes of an inclusive talent development programme, and how these were facilitated. Semi‐structured interviews and focus groups with one teacher, four young dancers and four parents revealed that participation in the programme yielded multiple benefits for the young people involved. These included high levels of enjoyment, improved technical and creative ability, greater independence and confidence, and opportunities for socialising with like‐minded peers. A range of factors facilitated these benefits, such as the inclusive and caring ethos of the programme, its comprehensive development and teacher training, particular teaching strategies, and relationships between staff, students and parents. The study attests to the value of programmes designed for young disabled dancers who wish to develop their talents.     

Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme

Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme – the young people’s Arts Award, which is a nationally recognised qualification for young people aged 11–25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12‐month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases – ‘learning to be an artist’ and ‘learning to behave’ – which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists’ Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as ‘dis‐engaged’ were more likely to receive lower quality programmes, low‐level work and over‐regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers.     

Assessing General Education and Special Education Majors’ Self‐Efficacy for Teaching Reading

In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed.     

Online learner’s ‘flow’ experience: an empirical study

This study is concerned with online learners’‘flow’ experiences. On the basis of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’, ‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual‐course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence‐course satisfaction in this case. The analysis of the data showed that: (1) students’ perceptions of their level of ‘skill’ and ‘challenge’ specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as ‘gender’ and ‘having a clear goal’ can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer‐mediated environment more conducive to flow and learning.     

拿破仑的教育改革思想探析

拿破仑执政时期,法国正处于社会制度新旧更替的时期,教育制度也随之发生了深刻的变革。在此期间,拿破仑通过推行一系列文教政策,构建了统一的法兰西意识形态,形成了稳定的教育法律保障体系,并开辟"双轨制"的高等教育发展模式,培养了大批实用高效的优秀人才,改善了法国教育发展状况,对法国的社会经济文化产生了深远影响。     

我国现代大学制度的价值取向

现代大学制度建设作为大学进步和发展的基础性活动,应该在把握现代大学制度的科学内涵的基础上,从继承与创新的价值取向来进行现代大学制度的构建,保证现代大学制度体系的先进性及合规律性,为大学真实性发展提供科学的制度平台。