Changing academies: exploring international PhD students' perspectives on ‘host’ and ‘home’ universities

As students move between universities on different continents, they are expected to adjust rapidly to the academic and cultural practices of their host university. Many of these students are higher educational professionals in their home country and on their return home they are faced with the challenge of how to fit back into – or whether to make changes in – their institution's established academic practices. I explored international PhD students' understanding of, and responses to, the perceived differences between academic cultures of host (UK) and home universities. Whereas some students regarded the changes made in how they conducted and wrote up educational research as temporary and strategic in order to pass the PhD course, others saw themselves as change agents. They were keen to transform academic practices once they returned home and were already actively working out politically and practically how to go about this. By reflecting on how educational research practices are changing and being influenced by the movement of academics between countries, I suggest how UK university departments can respond positively to the differing research practices in which international students engage in their home institutional contexts.     

Moving Educational Psychology Into the Home: The Case of Reading

Public policy meant to improve educational outcomes has focused on within‐school factors, even though it is known that factors within the home influence these outcomes more. This article suggests that some aspects of academic work are well enough understood that researchers can offer advice as to changes that parents might make in the home, so as to improve children's academic performance. Reading is taken as a sample case, and research is reviewed with an eye toward home‐based practices to improve decoding, comprehension, and motivation.     

The Impact of Brown on African American Students: A Critical Race Theoretical Perspective

There is no doubt that the 1954 Brown v. Board of Education of Topeka, Kansas, Supreme Court decision was instrumental in initiating monumental change in the ways public schools have operated. The central question addressed by the Supreme Court in the Brown cases (1954, 1955) was whether segregation of children in public schools solely on the basis of race deprives minority children of equal educational opportunities even when all else is equal. The author suggests that the problems faced by African American students are complex and convoluted when contextualized in traditional notions of effective schooling. Such is the case because African American students are filtered into lower educational tracks at such a rapid pace and are often the unfortunate victims of mis-education. The author uses critical race theory to deconstruct the historical as well as contemporary resistance offered to the full implementation of the Brown decision. How we have arrived at the present state of affairs can be understood only by studying the forces effective in the development of Negro education since it was systematically undertaken immediately after emancipation. To point out merely the defects as they appear today will be of little benefit to the present and future generations. These things must be viewed in their historical setting. The conditions of today have been determined by what has taken place in the past, and in a careful study of this history we may see more clearly the great theatre of events in which the Negro has played a part. We may understand better what his role has been and how well he has functioned in it. (Woodson 1933, 9).     

教育行政管理体制研究综述

文章梳理了国内外相关的研究成果,综合介绍了教育行政体制的涵义、教育行政体制的类型以及国外教育行政体制改革的趋势,着重阐述了我国教育行政体制改革的历史变迁、存在的问题及未来的改革之路。     

On Racial Gamesmanship and Anti-Intellectual Attitudes In Counselor Education

Racial gamesmanship and anti-intellectualism in higher education aided and abetted by guilt-ridden whites creates a crippling reinforcement for black fantasy and myth-making. Guidelines for professional action within a framework of rationality and civility are presented toward the end that “our Negro compatriots can acquire those educational skills and technical competencies… that will actually enable them to achieve equality and fulfillment within the context of an American society presently grappling with the burdens of renewal.”     

我国现行教育科研资助体系的比较分析(下)

我国教育科研资助的管理机构、资助对象、资助重点、资助经费各不相同,纵横交错,形成了以面向整个教育战线的国家教育科学规划项目为主体、面向高校教师的高校人文社会科学研究的教育学和心理学项目为辅,教育内外、国内外、行政和社会组织相结合面向各自系统的多方参与的教育科研资助体系。研究者应充分了解教育科研体制及其变化,掌握各个资助机构的特点和要求,寻求适合自己研究领域的资助。     

我国现行教育科研资助体系的比较分析(上)

我国教育科研资助的管理机构、资助对象、资助重点、资助经费各不相同,纵横交错,形成了以面向整个教育战线的国家教育科学规划项目为主体、面向高校教师的高校人文社会科学研究的教育学和心理学项目为辅,教育内外、国内外、行政和社会组织相结合面向各自系统的多方参与的教育科研资助体系。研究者应充分了解教育科研体制及其变化,掌握各个资助机构的特点和要求,寻求适合自己研究领域的资助。     

The need for context-sensitive measures of educational quality in transnational higher education

This paper argues that the current approach to educational quality formation in transnational higher education promotes educational imperialism, and that guidelines and practices should be altered to embrace context-sensitive measures of quality. The claims are sustained by findings from a study that investigated how academics understood and pursued educational quality in an Australian university programme delivered in partnership with a Chinese university in China. A key finding was that a home programme functioned as the single reference point for quality in the programme delivered in China. Quality in the China programme was sought through the imposition of practices and philosophies associated with the home programme, which required the suppression of local educational traditions. The paper points out that reliance on a home programme as the single measure of quality is encouraged by governing UNESCO/OECD guidelines on quality in cross-border provision.     

School-Aged Children who are Educated at Home by their Parents: Is there a role for educational psychologists?

This paper reviews the literature on home education with reference to issues that may concern educational psychologists. It notes the fast growing number of families (at present, 1% of the UK school population) who have chosen to educate their school-aged children at home. The great majority of home-educated children are reported to be well adjusted and to be achieving highly. However, samples used to study home education have been self-selected and may not accurately reflect all home education practice. Possible reasons for home education are discussed, as well as the approaches to teaching and learning reported in the literature. Implications are outlined for the work of educational psychologists.     

儒家孝文化的人伦扩展——以《大学》、《中庸》为中心的文化阐释

孝具有文化、伦理、教育、政治等多重内涵,是中国文化传统的核心结构。其基本意义在于孝顺父母尊敬亲长,这构成以孝为本的理法规范要求。对父母＂孝＂的情感的扩充和延展,形成儒家传统中的祭祀祖先的＂家-国＂集体无意识形式。在中国文化中,孝文化是儒家仁爱伦理的底线,孝伦理是东方人伦所止的身份规范,孝心理是由家及国的人伦扩展,孝政治是君子齐家治国的基本前提。反思现代文化的西式建构模式,我们应对中国孝文化结构的发生、发展与中国先秦社会家庭组织的类型结构、地位形态加以认真审理,重建现代人类社会的精神支撑,才能对孝文化对中国文化心理结构的意义有正确的诠释。     

Students’ confidence and perceived value for participating in cross-cultural wiki-based collaborations

An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling 346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about the educational uses of specific Web 2.0 tools. Two to four international students, located in their home countries, participated on each team, collaborating via the evolving wiki, as well as other Web 2.0 tools. Using expectancy-value as our motivational framework, we gathered pre- and post-survey data, triangulated with focus group interview data, to examine changes in students’ confidence and perceived value for using these tools to facilitate international collaborations. Survey results showed significant changes in confidence and perceived value, while qualitative results provided insights into students’ perceptions of critical project components. We discuss students’ perceptions of project barriers as well as the strategies they implemented to achieve success.     

Blame,guilt and the need for ‘labels’; insights from parents of children with special educational needs and educational practitioners

Previous research on home–school relationships and blame has concentrated on the experiences of parents with children with behavioural, emotional and social difficulties (BESD). This has led to the voices of educational practitioners, as well as parents of children with other special educational needs, being neglected. This article, by Karen Broomhead of Lancaster University, details part of a larger study examining socio‐emotional aspects of home–school relationships between parents of children with special educational needs and educational practitioners. The study reported in this article explored perceptions of blame via semi‐structured interviews with 15 educational professionals and 22 parents of children with various special educational needs. The findings reveal that parental experiences of blame and guilt were influenced by the nature of their children's special educational needs, which consequently influenced parental focus on obtaining ‘labels’ of special educational needs for their children. The implications of these findings for educational practitioners are discussed.     

Effects of dental students’ training using immersive virtual reality technology for home dental practice

ABSTRACT

Observation training of home dental practice is easily influenced by the site and time, and differences in learning content are likely to occur among students. The aim of the present study is to prototype virtual reality (VR) teaching material for home dental practice to provide dental students with the chance to observe patients receiving home dental care. The VR teaching material was created before the study, using a patient’s home as the medical treatment scene, and practical training was then conducted using this VR teaching material with dental students. To examine its educational effectiveness, 101 dental students, who attended practical training between June 2018 and January 2019, responded to survey questions before and after watching the VR teaching material. They took a comparative examination, based on the questionnaire results, using text mining and hierarchical cluster analysis. Two variables were tested: changes in self-confidence regarding knowledge of home dental practice (knowledge confidence) and changes in self-confidence regarding treatment assistance (assistance confidence). There was a significant increase in student’s knowledge confidence and assistance confidence scores (p < .001). Moreover, hierarchical cluster analysis indicated a change in the cluster before and after they watched the VR teaching material. Given that VR teaching material makes it possible to conduct home observation training for a variety of reasons, such as lack of available facilities or patient reservation issues, the findings indicate that VR teaching material can supplement dental students’ training in home dental practice.     

What are we educating towards? Socialization,acculturization, and individualization as reflected in home education

This article examines the educational objectives of parents who homeschool (or practice home education) in terms of the widely accepted division of primary educational objectives, namely, socialisation, acculturation, and individualization. Using qualitative methodology and in-depth interviews, 30 homeschooling mothers were interviewed about their educational goals. The findings indicated that a significant number of the objectives cites by the interviewees were associated with the primary objective of individualization. In some cases, parents were interested in achieving goals of socialisation and acculturation in their children’s education. This analysis may help identify the pedagogical ideology of parents who chose to homeschool, thus informing the policy-making. In addition, the case of homeschooling offers an example of the struggle among the three primary objectives of education, against the backdrop of far-reaching changes underway around the world in the post-modern era, which poses a challenge for educational policymakers, as well as school systems.     

The Gifted Child

Abstract

Culturally deprived Negro children and non-deprived children were asked to view twelve pairs of figures, one pair at a time. Ss indicated which of the figures in each pair was inverted. The results support other findings that a relatedness exists between focal point location and inversion perception with lower focal point positions tending to elicit responses indicating inversion. A chi-square test indicated culturally deprived Negro children on the preschool level were significantly (p>.01) different from non-culturally deprived children. Difference" between first- grade culturally deprived Negro children and non-culturally deprived children were not significant. Inversion perception responses of first-grade deprived Negro children were not significantly different from non-culturally deprived pre-primary children.     

Comprehensive Object-Oriented Learning – An Introduction

With the proliferation of personal computers in the home and in the workplace, there is an ever increasing demand for the integration of computers into the curricula of educational institutions. Invariably, the approach taken to satisfying such demands involves the training of the current staff of educators in the use of personal computers as both a teaching and a research and administrative tool. This article will look at the educator's anxiety prior to training on the computer, and the changes in attitude brought about by continuous exposure to the computer in a classroom setting.     

Educational innovation and the knowledge society: development and issues of the clusters of excellence initiative in Malaysia

As nations worldwide strive to compete in a globally interconnected knowledge society the importance of innovative forms of education is being increasingly recognized. In doing so, many education systems look to comparative and international experience for guidance and inspiration. Malaysia aims to become a regional hub for high quality education and economic creativity by 2020, and educational reform is seen as a central component in this strategy. This article examines the key factors, at home and abroad, that have influenced changes in the Malaysian education policy context. It then documents the origins, nature and development of one contemporary educational innovation – the Malaysian Clusters of Excellence Policy. Conclusions reflect upon the place and potential of this key initiative in supporting broader development goals designed to transform the nation into a leading knowledge society within the Southeast Asia region.     

A Structural Model of Public and Private Schools

A structural equation approach was utilized to evaluate a theoretical model of schooling for the High School and Beyond 1980 seniors data. The model of schooling included home background, academic orientation, extra-curricular activity, educational aspiration, occupational aspiration, and present achievement as latent variables. The results indicate that the model applied equally as well to both public and private school seniors; both academic orientation and extra-curricular activity were superior for private school seniors when controlling for home background variation; and both educational and occupational aspirations and student achievement of public school seniors exceeded that of private school seniors when controlling for home background, academic orientation, and extra-curricular activity variation.     

论《最蓝的眼睛》的生态女权主义思想

生态女权主义强调女性与自然的交织融合及密切联系。托尼·莫里森的《最蓝的眼睛》通过一系列自然意象,将女性的命运与自然紧密结合,揭示了20世纪黑人女性遭受白人文化和男性双重压迫的真相,批判压迫黑人女性和自然的统治逻辑,说明解放女性与自然是历史发展的必然趋势,借助自然,重建黑人女性意识,才能使男性与女性,文化与自然和谐共存。     

教育集团化经营的新制度经济学分析

教育集团是从企业集团的组织形式移植而来的教育经营开发形式,在当前国内外教育市场化背景下,有着广阔的发展前景。教育集团化经营是教育制度诱致性变迁的产物,其蕴含的经济学意义揭示了教育集团化经营的优势。制定科学的经营决策,可保障教育集团化优势的充分发挥。