Precision Education Initiative: Moving Toward Personalized Education

This article propose the Precision Education Initiative, which is the tailoring of education to the specific characteristics of the individual student. Mirroring precision medicine, the author lays out both near‐term and longer term goals that educational research, and importantly educational practice, should follow.     

国家义务教育质量监测:一个模型构想

国家义务教育质量监测体现了国家对义务教育的责任,是保障义务教育质量的关键手段,有助于课程改革的推进和素质教育的落实,有助于规范教育行为,引领正确的社会舆论,有助于保障公民获得优质教育的权利和公平的受教育权利。在基础     

Education and Development: A Developing Theme

The following article is based on an analysis of selected examples from the approximately 2500 main articles that have been published in the International Review of Education (IRE) since its inception in 1931 until the fall of 2001. The scope of the topic is education within developing countries and the promotion of such education by industrialised countries and development agencies. After an introduction on the growth of the concern over education and development over seven decades of the journal, three themes are looked at in some more detail: (1) The discussion on nationalism versus internationalism in education, a theme that bears clear relevance to the field "Education and Development" and has been with the journal from its inception but on which one finds more emphasis in the earlier volumes. (2) The language of instruction in developing countries. This theme has also been with the journal from its inception and it is still much debated. (3) The effects of external aid on the education sector in developing countries. Though massive economic aid in the form of grants or loans to the education sector in developing countries is of more recent nature external influence on the education sector has been there since colonial times.     

Argumentation in Science Education: A Model-based Framework

The goal of this article is threefold: First, the theoretical background for a model-based framework of argumentation to describe and evaluate argumentative processes in science education is presented. Based on the general model-based perspective in cognitive science and the philosophy of science, it is proposed to understand arguments as reasons for the appropriateness of a theoretical model which explains a certain phenomenon. Argumentation is considered to be the process of the critical evaluation of such a model if necessary in relation to alternative models. Secondly, some methodological details are exemplified for the use of a model-based analysis in the concrete classroom context. Third, the application of the approach in comparison with other analytical models will be presented to demonstrate the explicatory power and depth of the model-based perspective. Primarily, the framework of Toulmin to structurally analyse arguments is contrasted with the approach presented here. It will be demonstrated how common methodological and theoretical problems in the context of Toulmin’s framework can be overcome through a model-based perspective. Additionally, a second more complex argumentative sequence will also be analysed according to the invented analytical scheme to give a broader impression of its potential in practical use.     

高校发展风险评估框架的建构

本文在总结一般组织风险管理理念和高校组织特点基础上,建构了高校发展风险评估框架的基本理念和它的三个组成部分:环境风险源、风险域、风险暴露。     

导师制下的个性化专业素质及能力培养模式研究与实践

现代社会各行业发展对本科层次人才的专业需求日益呈现出专业化和个性化的趋势,而传统以课堂教学为主的本科教育,由于其单一的授课形式与相对固定的教学内容,虽然能够提供较为完善的知识结构,但却无法支撑个性化和专业化的实践能力培养。为此,我们围绕本科教育中专业素质与实践能力培养,以导师制作为主要的组织形式和教学载体,进行了一系列探索与改革并取得了显著的效果。本文从导师制改革与实践的整体思路、具体措施以及实施效果等方面,系统阐述了我们对导师制下个性化专业素质及能力培养模式所做的研究与实践探索。     

A Framework for Religious Education

Religious education is not compulsory for pupils in special schools and its curriculum content is not laid down in the National Curriculum but Erica Brown believes that the spiritual and religious development of all pupils with special educational needs must be encouraged. She is director of special educational needs, The National Society, Church House, Westminster, responsible for in-service training for church schools in England and Wales, and editor of RESPECT, a bi-annual journal for teachers of RE to pupils with special educational needs.     

Children's Developing Mathematics in Collective Practices: A Framework for Analysis

This article presents a cultural-developmental framework for the analysis of children's mathematics in collective practices and illustrates the heuristic value of the framework through the analysis of videotaped episodes drawn from a middle-school classroom. The framework is presented in 2 related parts. The first targets the children's emerging mathematical goals in collective practices, with a particular focus on the complex role that artifacts play in children's emerging goals. The second part focuses on children's developing mathematics that takes form in their goal-directed activities: (a) Microgenetic analyses concern the process whereby children structure cultural forms like artifacts to serve particular functions as they accomplish emerging mathematical goals; (b) sociogenetic analyses concern the spread or travel of mathematical forms and associated functions within a community of individuals; and (c) ontogenetic analyses concern the interplay between the forms that children use and the functions that they serve over the course of children's development. The analyses of the classroom episodes points to the promise (and limitations) of the framework as a method for furthering our understanding of the interplay between social and developmental processes in children's mathematics.     

谈个性化教育与课程改革

中等职业学校现行课程体系中存在的不符合职枝生个性化教育规律的因素，严重制约着社会经济发展对多样化人才的需求。改革传统课程体系，构建有利于个性社会化的现代化课程体系，对于全面落实个性化教育，培养全面发展的新型人才，具有至关重要的作用。     

个性化素质教育探索

个性化素质教育是当代教育的合理选择和有效探索,开展有特色的个性化素质教育是培养、强化学生的良好个性素质与预防、改造学生的不良个性素质相统一的过程,也是促使受教育者实现理想个性素质,达到个性化与社会化、主导教育与自我教育相统一的过程。     

远程教育与职业教育联动发展:一个新的分析框架

职业教育是构成现代教育体系的重要教育类型,远程教育是现代教育实施的一种重要形式。在社会对职业教育具有大量需求的背景下,通过实现职业教育与远程教育的联动发展,可以提高教育资源的集聚与整合程度,实现教育水平和教育质量的有效提升。具体来说,二者的联动发展可以用"动力——行为——价值取向"这一分析框架来概括。     

A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education

ABSTRACT

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.     

An Innovative Approach Toward a Comprehensive Distance Education Framework for a Developing Country

This article reports on part of a study conducted to collate the policies and practices of two successful distance education providers of the developed world with those of a provider in Bangladesh in order to inform a culturally appropriate distance education framework for a developing country. This article also describes an innovative theoretical model, Adapting Structuration Theory In Distance Education, conceptualized as part of a broader study, to address the underlying issues and to generate propositions for the framework.     

Developing a Framework for Analyzing Definitions: A study of The Feynman Lectures

One important purpose of a definition is to explain the meaning of a word. Any problems associated with a definition may impede students' learning. However, research studies on the definitional problems from the perspective of physics education are limited. Physics educators may not be aware of the nature and extent of definitional problems. As an example, The Feynman Lectures of Physics suggest that there are at least four problems of definition: precision, circularity, context and completeness in knowledge. Feynman had the tendency of mentioning the words ‘define’ and ‘definition’ and discussing the problems of definition: they can be insightful, or challenge the conventional, preconceived notions of many physical concepts. One benefit of this study is that a framework can be developed to improve statements of definitions. This framework may guide educators or students to analyze the knowledge that is embedded in a definition. In the future, the learning of definition need not be content-oriented, but problem-based instead, with the help of definitional problems. Therefore, the use of these problems of definition in lessons can be an interesting area for future physics education research. Furthermore, we should be cognizant of inadequacies or inaccuracies in definition that may result in alternative conceptions.     

A Theoretical Framework for Integrated STEM Education

Science & Education - For several decades there has been a broad consensus on the need to promote scientific literacy and, ultimately, to promote the full development of student competency from...     

Liberatory Public Education: A Framework for Centering Community and Democracy in Public Education

In this conceptual article, the authors argue that diversity is an invitation to educators, youth, families, and community members to work together—a goal accomplished only by centering the local community rather than the local school—to educate youth and create a more just society. Based upon liberatory and emancipatory education, liberatory public education, an intersectional conceptual framework, brings together recent and current justice-oriented scholarship focused on youth development, curriculum and pedagogy, schooling, and community liberation, making a parallel case for justice-oriented family engagement in public schooling. The authors conclude with implications for teacher education, education policy, and family engagement scholarship.     

从知识管理的角度看远程教育中个性化资源库的建设

本文从知识管理的角度分析探讨个性化资源库的建设问题,提出在远程教育中资源库建设不仅包括网络课件、教学材料等静态资源建设,学习者在学习过程中生成的有价值的个性化流动性动态资源也应成为资源库建设的重要内容,资源库建设应看做是知识积累、挖掘、不断更新、动态流动的循环过程。     

从Web2．0角度看网络教育个性化资源库的建设

本文从Web2．0的角度来分析探讨网络教育中个性化资源库建设的有关问题。提出网络教育资源库的建设不仅包括网络教学课件、公共资源等由网络教育学院资源部门以及学科教师所提供的静态性资源的建设,还应包括学习者在学习交往互动过程中所产生的有价值的个性化动态性资源的建设。Web2．0环境下的资源库建设应体现社会化、以学习者为中心、知识的聚合与创新、开放性、动态性。