Rating and rewarding higher education for sustainable development research within the marketised higher education context: experiences from English universities

This paper explores one key aspect of marketisation in English universities, the quality-related research funding (QR) system, which central government in the United Kingdom uses to allocate funds to Higher Education Institutions (HEIs), based on a system of reviewing and rating the ‘quality’ of research at different HEIs. Specifically, it focuses on the experiences of 30 members of academic staff from eight universities across England who were engaged in research and/or scholarly activity in the broad field of Higher Education for Sustainable Development (HESD), during the time leading up to the 2014 Research Excellence Framework (REF) submission period. Interviewees were asked to talk about their experiences of being a HESD researcher/scholar within the context of the QR system and their perceptions of the relationship between the QR system and interdisciplinary, sustainability, pedagogic and HESD research. Findings from the semi-structured interviews and resulting qualitative analysis, reveal a number of obstacles facing HESD researchers which are outlined and explored in the paper. Strategies and rationale for improving the quality, reputation and ultimately, the ‘REF-ability’ of HESD research are discussed, and highlight the complex interface between marketisation and sustainability in higher education.     

在化学教学中渗透STS教育的做法和体会

中学教学的目的之一在于不断提高学生的整体素质，为培养新世纪人才打基础。以往我们中学教学较多地关注升学考试，忽视了所学知识与工农业生产、科学技术以及日常生活的密切关系，使所学知识与实际生活、社会发展脱节，导致学生学习目的性不强、兴趣较差，影响了学生素质的提高。作为一名化学教师，为了克服以上问题，充分利用本学科特点，我在化学教学中渗透科学、技术、社会 (STS)教育，在打破科学神秘观、 开拓学生视野、培养学生创新意识与实践能力，促进学生素质提高方面进行了有益的探索，收到了良好的效果。 一、 几种做法　二、 …     

Politics by other means? STS and research in education

ABSTRACT

Science and Technology Studies (STS) has been surprisingly slow to become widely known and deployed in the field of education. Yet STS has a rich array of concepts and analytical methods to offer to studies of: knowledge practices and epistemic cultures; the interrelationship between states and knowledge; regulatory practices, governance and institutions; and classrooms, pedagogy, teaching and learning. Most importantly, it provides a fresh perspective on how power operates in ordering societies, disciplining actors and promoting ideas and practices. In this paper, we provide an introduction to STS and elaborate what it offers education scholars. Using examples from the emerging body of STS work in the field of education, and in particular from the papers in this special issue, we argue that STS is not only useful, but an exciting and generative form of critique – one that is especially suited to investigating contemporary issues in education policies and practices.     

The impact of development education and education for sustainable development interventions: a synthesis of the research

The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on education for sustainable development or environmental educational themes, 12 were global orientated in content, either through development education or global citizenship, and six were intercultural educational interventions. In this paper, we provide an overview of measures of assessment of learning used, review the evidence of the impact on learners, and address some methodological and pedagogical questions arising from the review.     

Field-based professional development of teachers engaged in distance education: experiences from the Arctic

We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K–12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling, and mentally exhausting experiences while assisting in delivering distance education to students worldwide. The article concludes with a discussion of issues to consider in the development of similar programs.     

The benefits and challenges of enterprise education: results from an action research project in the third grade in Finnish basic education

This article is the result of an action research project conducted in 2014 in a primary school in the city of Vaasa in Finland. The project focused on developing the practice of integrating enterprise education as a part of everyday teaching in Grade Three. The project involved three class teachers, the headmaster and a university researcher. This article focuses on the teachers’ perceptions of the benefits and the challenges of the project. The teachers viewed the project as beneficial to their own professional development as well as to the students’ learning. The process, however, also revealed several challenges associated with applying enterprise education in Grade Three, such as time or different personalities. Based on the experiences from this particular project, the article broadens the understanding of how enterprise education can be realised in Grade Three, as well as its benefits and challenges.     

Promoting sustainable development through whole school approaches: an international,intercultural teacher education research and development project

This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes.

This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold.     

STS教育与初中化学新教材开发

加强STS教育 ,重视科学、技术与社会的相互联系是新一轮义务教育化学课程改革大力倡导的新理念。本文分析了STS教育的基本涵义和特征 ,论述了在初中化学新教材开发中体现STS教育应从三个方面入手 :教材内容的选择要“贴近生活 ,贴近社会” ;教材内容的组织要“从生活走进化学 ,从化学走向社会” ;教材编写要提供丰富的学习情景素材     

努力提高高教研究的质量和水平为繁荣高等教育科学做出新贡献

中国高等教育学会第四届理事会在大家的支持和共同努力下做了不少的工作.我代表学会第四届理事会向努力工作在学会各个岗位上的同志们表示衷心的感谢,向多年来一直关心和支持学会工作的各位领导和同志们表示衷心的感谢!     

Undergraduate education for the hearing-handicapped: The programme of research,adaptation and development of the Open University project for hearing-impaired students

Since January 1972, the Open University has been operating a project for the undergraduate education of the growing number of hearing-impaired students. These students face psychological, social and linguistic problems and other difficulties which arise from their isolation in the world, their limited ability to communicate and their educational background.So far, the project has been able to offer support in terms of education (special tutorials, discussions, etc.), communication (special equipment, interpreters, trained personnel) and what may be termed psycho-social therapy (counselling, technical help, general support). In many of the students, this has led to an increase of self-confidence and an improvement in the ability to communicate, as well as in educational achievements. This paper describes the work which has been done, and is being done, by the Open University project, for a very neglected sector of the disabled community.Open University     

Approaches to the teaching of STS in science education

The Science, Technology and Society movement is a movement within higher and school education that seeks to bring the science education of students at these respective levels more closely to their needs as members of increasingly technological societies.

As far as school science education is concerned, two parallel developments have been occurring since the mid 1970s. The first is an evolving conception of the ways in which these interactions between Science, Technology and Society may be dealt with in science education. The other is the development of text and other curriculum materials that provide assistance for teachers wishing to teach science with these emphases. This paper outlines these two developments and brings them together by using an epistemological typology from the first to classify the varieties of curriculum materials now available.     

论教育科研成果转化中亟待解决的几个问题

教育实践呼唤教育科研成果的转化。教育科研成果的转化是教育科研过程中一个特别的环节，面临着许多亟待解决的问题。要真正实现教育科研成果的有效转化，必须充分认识对教育科研成果转化的现实意义；准确把握教育科研成果的性质、形态等；采取恰当的转化途径或方式；重视教师在教育科研成果转化中的作用。     

The role of educational experiences in the development of deaf identity

In this study, the analytical educational experiences of 25 deaf adults are explored in relation to their identity. The qualitative analysis indicated that the most critical educational experiences for the participants' identity concerned their interactions with hearing or deaf peers and their language of communication with their peers at school. The participants with a hearing identity attended general schools, where they interacted with hearing peers in Greek, whereas the participants with a Deaf identity attended schools for the deaf, where they interacted with deaf peers in Greek Sign Language. The participants with a bicultural identity attended general schools, where they interacted with hearing peers in Greek, but they also had the chance to meet Deaf role models outside school, which played a critical role in the development of their identity.     

让院校研究走进院校管理

管理落后是制约我国高等学校当前改革与发展的一个重要因素,而造成我国高等学校管理水平落后的一个重要原因是管理中的院校研究缺失。因此,让院校研究走进院校管理是提高我国高等学校管理水平的理性选择。这需要管理者进一步提高对院校研究重要性的认识,加强高校管理队伍的专业化建设,继续深化高等教育管理体制改革,进一步扩大高等学校的办学自主权。