远程教育专业人员培训现状的国际研究

网络时代远程教育无论是独立的教育形态还是教学模式在我国都正经历着飞速发展。远程教育的持续和长足发展急需大量的高质量专业人员,因此开发远程教育专业课程和开展从业人员培训迫在眉睫。本文研究目的是深入了解国外远程教育专业人才培养的层次、形式、目标和内容,从而为国内专业人员的培养提供建设性意见。本文对来自8个国家的30个高等院校的69个远程教育专业计划进行了调查。文章首先对所有专业计划的名称、层次、课程结构进行考察,并采用内容分析法进一步对27个代表性专业计划中设置的课程进行分析。基于调研,文章总结出当前国际范围内远程教育专业人员培养现状。然后,文章结合我国专业人才培养情况,讨论了中国专业人员培养形式和层次、目标、课程设置和开发、培养方式、相关研究等问题。作者希望本文能够为远程教育专业人员培养的研究和实践提供依据     

Issues in Special Education Research Within International Perspectives

ABSTRACT

A comprehensive search of the Westlaw case database for the period January 1, 2008 to August 31, 2018 identified 22 court decisions that contained federal civil rights claim rulings specific to the actions of school resource officers in response to the conduct of students with disabilities. Both the quantitative and qualitative results revealed (a) a disproportionately high incidence of such court decisions among a larger sampling of 79 court decisions with such civil rights claims for public school students in general; (b) a wide variety of predominantly behavior-related disabilities, such as autism and emotional disturbance; (c) a notable number of cases in which the school resource officer’s actions were questionable in terms of disproportionately excessive force in relation to conduct that was often disability-connected and not substantially dangerous to self or others; and (d) rather gross and defendant-skewed judicial rulings. The recommendations were primarily for professional proactivity that includes but extends beyond reform of legal requirements.     

多维视角下的家政职业教育发展探析

改革开放以来,随着我国社会经济的快速发展和人们生活水平的不断提高,人们更加渴望享受高品质的家庭生活,关注个人生命的幸福和质量。通过大力发展家政服务行业,以适应当前社会对家政服务的迫切需要,是人们的共同愿望,而职业教育是培养家政人才的重要途径之一。本文从社会经济与发展、社会分工、生命质量和女性主义观点四个维度分析家政职业教育的发展,以期为我国家政职业教育的快速发展提供理论依据。     

政治视角下的国际教育发展

1946年联合国教科文组织建立以来便致力于国际教育在世界各国的推广。国际教育在20世纪90年代之前经历了国际理解教育、发展教育、多元文化教育和和平教育等形式。之后，国际上多有全球教育的提法。任何一种教育的发展都和政治有着密切的关系，国际教育的发展历程也同样和国际、国内的政治环境密不可分。     

国际教育发展与中国教育现代化

现代化是一个永恒的话题,因为它是一个过程;传统文化也是一个传统的话题,因为它是现代化的基础。每一个国家的社会现代化和教育现代化都与自己的传统文化有千丝万缕的联系。中国传统文化中有很多因素对教育的发展是有促进作用的,但在中国的传统文化的主流中,也有对教育现代化起着严重阻碍作用的因素。只有经历一个自觉的批判、深刻的反思的过程,经历一个选择和接受一切有价值的东西的过程,我们的民族文化和教育的发展步伐才能够加快。     

精神：教育的存在之基

人不仅是生物的存在,更是精神的存在,是在物质基础上的精神存在。教育的价值不仅在于为人提供获取物质的手段,更重要的是在于指向人的精神和灵魂,在于引导人认识自己的价值,使人的精神世界得到完善。     

国际视野下的跨境高等教育质量监控

文中对跨境教育的输入国和输出国的监控体系和范例作了较为细致的分析, 对于我们了解跨境教育质量保障的最新国际动态和如何完善相应的市场监管体系有一定的参考价值。     

全球性问题与２１世纪国际教育

人类面临的全球性问题构成了人类教育的氛围,人类的困境人人都必须分担,人类的生存和发展同样取决于各国人民和所有国家间的合作,国际教育已成为建树道义和增强人类团结的最有力的工具。２１世纪的国际教育应当对一切社会里进行的人类价值观的教学和实践确定一个普适的方向,以促成一种新的同心同德与合作的化的形成,追求人的价值应成为２１世纪国际教育的基本目标,以人为基础的学习应是２１世纪国际教育的基本内容和方法。     

Higher Education and International Student Mobility in the Global Knowledge Economy

Tertiary Education and Management -     

Global Learning and Education for Sustainable Development

Globalization is a fundamental factor affecting higher education in this century. More than ever before, the processes of globalization are being integrated into a set of social, technological, economic, cultural and ecological factors, so that we are now beginning to accept that we are facing a completely irreversible world‐wide phenomenon. The concept of sustainable development integrates these factors and leads, beside environmental education, to a demand for global learning and education for sustainable development. To get a better understanding of the subject, the decision‐game ‘Prisoner's Dilemma’ focuses on the aspect of the public good.     

国际环境政治与全球公民教育的批判路径

自20世纪90年代以来,全球公民教育研究和实践蓬勃发展,然而全球公民教育实践的效果很有限.对于全球公民教育的探讨不能回避“全球公民教育如何可能”这一前提性问题.“全球公民”身份推衍困境、“在地实施”的“异化”后果让全球公民教育实施的可能性成为问题.环境问题既是一个“全球共同利益”问题,也是各国政府关心的问题,为解答“全球公民教育何以可能”提供了较好的切入点.国际环境政治解释了全球环境治理中发展中国家与发达国家的不合作与不平等状况.以全球环境问题及其治理作为教育内容,全球公民教育具有批判性.批判的生态教育学成为全球公民教育的重要实践形态.在既有的国家边界限制下,批判的生态教育学通过全球与在地的混合行动,让全球公民教育获得了一种新的可能性.     

Trends and Issues in Distance Education: International Perspectives, 2nd Edition

Good books on broad topics are hard to find. The second edition of Trends and Issues in Distance Education does a great job of meeting this challenge by offering chapters on far‐reaching international trends that can have practical influence on the decisions that readers must make at the local level. From e‐learning in manufacturing companies in Malaysia to various models for supporting learners who are at a distance, the book is a valuable resource for when performance issues lead you beyond the boundaries of the traditional training classroom. Trends and Issues in Distance Education: International Perspectives, 2nd ed. (2012; ISBN: 978‐1‐61735‐828‐9) is published by Information Age Publishing (paperback).     

Blended Perspectives: A Global Vision for High-Quality Early Childhood Education

What are the attributes of a high-quality early childhood education program worldwide? An group of experienced early childhood educators that represent diverse international backgrounds attempts to respond to this question by examining six dimensions of quality set forth by the Association for Childhood Education International: (1) philosophies and goals, (2) high-quality physical environments, (3) developmentally appropriate and effective pedagogy and curriculum, (4) attention to basic and special needs, (5) respect for families and communities, (6) professionally prepared teachers and staff, and (7) rigorous program evaluation. The article concludes with an annotated list of references, both in professional publications and online, that examine early childhood education from an international perspective.     

Moral and Spiritual Education in Russia

The paper examines the systematic and authoritarian methods of moral education that prevailed with the Soviet Union before perestroika, and considers how far the recent political changes, include democratisation, the move to a market economy and the new religious freedom, have led to new approaches to spiritual and moral education.     

Integration of Sustainability in Higher Education: A Study with International Perspectives

This study examined the impact of a procedure implemented and used at one Swedish university to promote integration of the concept of sustainability into courses. The study is based on a literature study and a case study at the University of Gävle in Sweden, where faculty members are asked to classify their courses and research funding applications regarding the contributions thereof to sustainable development. The results of the study indicated that this procedure can indeed stimulate faculty members to integrate sustainable development in their courses. It is clear that the reported changes in courses were also influenced by other factors such as the increased general awareness of environmental issues.