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1.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
2.
Lesley Le Grange 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,3(3):577-591
This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate
on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate
perspectives on science education. Post-colonialists, feminists, multiculturalists, sociologists of scientific knowledge and
those who refer to themselves as indigenous researchers argue that science is not universal but locally and culturally produced.
Universalists on the other hand, argue that modern Western science is superior to indigenous perspectives on the natural world
because of the former’s advanced predictive and explanatory powers. The fact that indigenous knowledge has been included in
South Africa’s recently developed National Curriculum Statements invites a fresh look at the kind of science that is taught
to South African school learners. In this article the author argues for a (dis)position that moves the debate beyond the binary
of Western science/indigenous knowledge. Ways in which Western science and indigenous knowledge might be integrated are explored. 相似文献
3.
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
One of South Africa’s identified priorities is the implementation of ICT in education. To this end a phased implementation
plan was initiated in 2004 for ICT to be implemented into schools across the country over eight years. During this time South
Africa also participated in three international studies undertaken by the International Association for the Evaluation of
Educational Achievement (IEA) focusing on ICT in Education. Each of these permitted the country to benchmark its progress
in terms of other countries and their implementation of ICT in education. The latest study, SITES 2006 provides a useful set
of indicators against which South Africa can evaluate its progress with regard to its implementation of ICT. This paper seeks
to evaluate South Africa’s readiness to integrate ICT into mathematics and science classrooms. This was done using a number
of indicators of “sustainable change” derived from SITES 2006 and then comparing these to countries such as Chile, Thailand
and Norway, the former two with similar context and conditions and the latter with contrasting conditions. The findings reveal
that whilst South Africa has made some progress since 1998 in terms of the implementation of ICT in education, that the majority
of schools are still in their infancy regarding the acquisition of ICT and most of those who have access are still in the
process of trying to integrate the ICT into their teaching and learning. It would appear that more fundamental needs in South
Africa’s education system have dominated its priorities. 相似文献
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5.
The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external
to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing
student numbers, increased understanding of the economic value of doctoral graduates, capitalisation of the academic market
and a focus on allocating funding using ostensibly narrow, arbitrary measures of ‘program success’ such as completion rates/time
to completion, all framed by a wider debate regarding precisely what constitutes valid knowledge in contemporary society.
Within the university, the biomedical sciences are one area of scholarship undergoing rapid change in this respect. One of
the salient outcomes of these internal and external dialogues is the apparent transition of biomedical doctoral education
towards a ‘training model’ that places increasing emphasis on rapid completion and the generation of ‘industry ready graduates’;
a transition that is, potentially, occurring at the expense of the edifying and transformative aspects of biomedical doctoral
education. Focusing on the effects of academic capitalisation, this paper draws on data from Australia and Europe to examine
the drivers and potential effect(s) of this shift on contemporary doctoral education in the biomedical sciences. This paper
acknowledges the potential benefit of contemporary developments whilst simultaneously concluding that by progressing too far
towards a quantitatively assessed, industry-driven training model we risk eliminating the intellectual and societal transforming
aspects of biomedical doctoral education that make graduates increasingly valuable to our economy and, just as importantly,
to our society as a whole. 相似文献
6.
Previous research suggests that it is the department, not the graduate school that bears the greatest responsibility for doctoral
students’ progress and success (Ehrenberg et al., Doctoral education and the faculty of the future (pp. 15–34). Ithaca, NY:
Cornell University Press, 2009) dictating the need to examine and understand how doctoral students experience their education at the department level. In
the present study, we analyzed the NAGPS’ 2000 National Doctoral Program Survey (NDPS) data in an effort to understand the differences in the satisfaction levels of doctoral students (current, recent graduates,
and former) across various academic disciplines (e.g. social sciences, humanities, engineering) and different institutional
types (e.g. research extensive and research intensive). Employing both traditional (ANOVA) and item-level (Rasch Rating Scale
Model) analyses we found that although overall satisfaction with doctoral experiences appears to be equivalent/similar across multiple disciplines, student satisfaction
within disciplines varied significantly and consistently with respect to specific academic experiences. 相似文献
7.
Katrina A. Meyer 《Innovative Higher Education》2012,37(1):37-52
Ten faculty members with experience teaching online were interviewed about their motivation for teaching online and the effect
of teaching online on their teaching and research productivity. They represented nine different states and 13 different fields,
and all were tenured or tenure-track at master’s or doctoral institutions. All ten mentioned personal motivations for teaching
online; eight mentioned professional motivations. Based on analysis of the interviews, several professors felt their teaching
productivity had increased as a result of design choices and an increase in workload. Several had freed up time which was
spent on service or research although this was modified by the stage of the faculty member’s career. 相似文献
8.
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may
have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly
in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their
doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational
psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her
doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed
publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number
of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they
graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among
doctoral graduates of educational psychology programs at research universities before and after the year 2000. 相似文献
9.
This study compares the extent to which higher education policy analysts and master’s and doctoral faculty of higher education
and public affairs programs match on a set of competencies thought to be important to higher education policy analysis. Analysts
matched master’s faculty in three competencies while analysts and doctoral faculty matched in five competencies. The findings
suggest possible reasons why analysts and graduate faculty agree or differ on various competencies. Also, the findings raise
important questions regarding the preparation of higher education policy analysts and the graduate programs that educate them.
This study is an addition to the body of competency literature.
Eduardo C. Arellano obtained a B.A. in Political Science and an M.P.A from the University of Texas at El Paso, and he holds the Ph.D. in Educational
Administration from New Mexico State University. He is an assistant professor at New Mexico State University in the Department
of Educational Management and Development. His special interests are interactional diversity, competency, and US–Mexico border
studies.
Mario C. Martinez has a B.A. in Electrical Engineering from New Mexico State University, an M.B.A. from the University of Texas at Austin, and
a Ph.D. in Educational Policy and Leadership from Arizona State University. He is an associate professor at the University
of Nevada-Las Vegas in the department of Educational Leadership. His special interests are higher education policy, governance,
finance, competency modeling, and strategy. 相似文献
10.
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12.
Effective processes, practices, and infrastructure are essential components of successful online teaching and learning efforts;
and they lead to a sense of faculty ownership of online teaching as well as enhanced support from an institution’s administration.
The institution’s recognition of faculty members’ efforts to teach online in relation to the traditional concepts of scholarship,
tenure, and promotion is an important motivational factor for sustaining effectiveness in the online learning environment.
This study examined institutional efforts to alleviate or overcome challenges faced by faculty members in creating and teaching
online courses, and we investigated faculty members’ perceptions regarding these institutional efforts. 相似文献
13.
Aziz Choudry 《Cultural Studies of Science Education》2010,5(2):423-434
In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the
role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge
production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s
argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social
relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores
some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula.
Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith
1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field. 相似文献
14.
We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
15.
Ecofutures in Africa: Jenny Robson’s Savannah 2116 AD 总被引:1,自引:0,他引:1
Elsie Cloete 《Children‘s Literature in Education》2009,40(1):46-58
Jenny Robson’s Savannah 2216 AD, a dark, futuristic novel for young adults, provides a strong critique on much of the world’s predilection for saving Africa’s
animals at the expense of those human communities who are perceived to be in the way of the preservation of the continent’s
remaining wild spaces. Using Robson’s novel as template, this article examines a few of those discourses regarding wilderness
and conservation that have attached to Africa. Savannah 2116 AD strongly yet indirectly hints that literary educators should revisit the often unquestioned adoption of ‘greening’ agendas
in school curricula which persist in re-colonising geo-political spaces by ignoring the fact that erecting fences between
perceived conservators and destroyers, between spaces for wild animals and humans, merely condemns Africa’s animal riches
to eventual death.
相似文献
Elsie CloeteEmail: |
16.
This case study deals with a solitary learner’s process of mathematical justification during her investigation of bifurcation
points in dynamic systems. Her motivation to justify the bifurcation points drove the learning process. Methodologically,
our analysis used the nested epistemic actions model for abstraction in context. In previous work, we have shown that the
learner’s attempts at justification gave rise to several processes of knowledge construction, which develop in parallel and
interact. In this paper, we analyze the interaction pattern of combining constructions and show that combining constructions
indicate an enlightenment of the learner. This adds an analytic dimension to the nested epistemic actions model of abstraction
in context. 相似文献
17.
Helen Taylor Greene Shaun L. Gabbidon Sean K. Wilson 《Journal of Criminal Justice Education》2018,29(1):96-115
This article provides a re-examination of the progress of African Americans in criminology/criminal justice doctoral programs since 2004. It focuses on African-American faculty, their scholarly research, and involvement in professional associations. Recent trends in African Americans enrolled in doctoral programs also are analyzed. Findings indicate that the representation of African-American faculty and doctoral students in criminology and criminal justice programs has increased although both continue to be under-represented in programs at predominantly white institutions. Evidence of increases in their contributions to the body of knowledge and service to professional associations was notable. The article concludes with strategies and recommendations for ensuring that inclusion continues to matter in the next decade. 相似文献
18.
Devika Naidoo 《Teaching in Higher Education》2013,18(3):340-351
Against the background of vast changes in doctoral education and the emergence of non-traditional doctoral programmes, this paper investigates the habitus of non-traditional PhD students at a South African university. Bourdieu's conceptual tool of habitus informed the study. In-depth and open-ended interviews were conducted with 10 non-traditional students. Data analysis indicates non-traditional students' complex and multifaceted habitus. Non-traditional PhD students' dispositions and experiences include tenacious self-motivation and self-regulation in the face of severely constraining conditions, diverse epistemologies, hybrid goals, more communal orientations, perplexedness about ‘produce new knowledge’ and other requirements of the PhD, vulnerability regarding funds, complex self-change ranging from elation and affirmation to humiliation and confusion and exclusion and non-recognition at the department and faculty levels. These findings indicate greater challenges for non-traditional doctoral programmes that would respond to the academic and social needs of non-traditional students. 相似文献
19.
The authors conducted a qualitative study of women’s experiences as faculty members at Northern Research University, a pseudonym
for a top 40 university in The People’s Republic of China. Based on 27 semi-structured interviews with women (15) and men
(12), and drawing from feminist standpoint theory and symbolic interactionism, the authors identified four key findings that
highlight serious barriers confronting Chinese women faculty. They describe these as: (1) working double time, (2) the glass
ceiling, (3) the boys club and social exclusion, and (4) comrades in arms. The first three findings support previous international
studies of women’s experiences as faculty members and thus contribute to an expanding global body of knowledge about challenges
faced by women academics. The fourth finding—comrades in arms—highlights a structural quality somewhat unique to the Chinese
university and raises important concerns about the limited role women play in critical personnel decisions influencing academic
promotions and advancement. 相似文献
20.
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical,
personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives
on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage
and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper
presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is
most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects
in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty
and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications
for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献
Nguyen-Thi Xuan ThuyEmail: |
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献