Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data collection consisted of systematic and non-participant observations of teaching behaviour of PE teachers, as well as semi-structured interviews on the factors that determine their behaviours. Results revealed that four of five participants interacted more verbally and less physically with students with special needs. Peer partners were used to enhance the learning of students with special needs. Only two teachers modified their instruction and equipment for students with special needs. Sometimes, teachers excluded this group of students from cooperative activities. Extended TPB components, including attitude, moral norm, affective beliefs, social norm, and perceived behaviour control, were identified to determine the intention of PE teachers to teach students with special needs and their inclusive teaching practice. The study has important implications for policy and practice of inclusive PE.     

基于计划行为理论的研究生创新行为产生机理研究

基于计划行为理论,构建了研究生创新行为研究的理论分析框架,设计了行为态度、主观规范、知觉控制、组织支持、创新意愿和创新行为的6个量表,通过调查问卷的设计,收集了302位研究生的调查数据,利用通径分析法验证了理论框架的合理性。结果表明：第一,研究生创新意愿对创新行为具有显著的直接影响,而行为态度、主观规范和知觉控制会通过影响创新意愿对研究生创新行为产生间接影响;第二,考虑组织支持的调节作用后,研究生创新意愿对创新行为的影响强度更大,表明组织支持对研究生实现从创新意愿到创新行为的促进与激励作用明显。     

The Inclusion of Children with ASD: Using the Theory of Planned Behaviour as a Theoretical Framework to Explore Peer Attitudes

This study used the Theory of Planned Behaviour to explore the attitudes, behavioural intentions and behaviour of 318 mainstream primary school children in an urban East London borough towards peers with Autism Spectrum Disorders (ASD). Pupils were presented with a vignette about a hypothetical peer with ASD then completed self-report questionnaires and peer socio-metric measures. The results showed that children’s attitudes, the social pressure they felt from others and the amount of control they felt they had over their own behaviour, significantly predicted their behavioural intentions to befriend a peer with ASD. The strongest association was between perceived behavioural control and behavioural intentions. A significant association was also found between children’s behavioural intentions and actual behaviour towards an included peer. Support was therefore found for the use of the Theory of Planned Behaviour as a valuable tool by which to explore the social inclusion of children with ASD.     

Developing leadership in higher education: perspectives from the USA,the UK and Australia

It is broadly acknowledged that leaders in the twenty-first century are required to navigate an increasingly complex landscape and that the types of challenges individuals and organisations face in the knowledge era require the capacity to adapt and respond to continual fluctuations and change. Outcomes from previous leadership research, combined with the perspectives of colleagues and observation over the past decade, prompted concern that leadership in higher education (HE) institutions was, in the main, not demonstrating the level of readiness or capability to effectively respond to the challenges embodied in the transition to the knowledge era. In seeking to establish how well founded this concern was, this study, supported by a Peter Karmel International Travel Grant, investigated leadership development thinking, programmes and practices within the HE sector in the United States of America and the United Kingdom, and explored how this applies within the Australian context. A number of themes emerged that support the idea that the work of leadership will ideally be based on relationships rather than the ‘command and control’ models of the past and on distributed leadership processes and practices throughout the organisation.     

Exploring the intentions and practices of principals regarding inclusive education: an application of the Theory of Planned Behaviour

This study aimed at providing explanation and prediction of principals’ inclusive education intentions and practices under the framework of the Theory of Planned Behaviour (TPB). A sample of 209 principals from Hong Kong schools was surveyed using five scales that were developed to assess the five components of TPB: attitude, subjective norm, perceived behaviour control, intention, and behaviour. Rasch analysis was utilised to examine the psychometric quality of the scales and generate principals’ measures, which were subsequently subjected to path analysis to investigate the relationships among the five components. The results revealed a good model–data fit. Principals’ attitude and perceived subjective norm were strong and significant predictors of their intention to implement inclusive education. The predictive power of perceived behaviour control on intention was not significant. Intention and perceived behaviour control were found to have significant predictive power for principals’ reported inclusive practice. The implications of the findings are discussed.     

闽台高等教育生源互动的现状与问题

加强闽台高等教育交流与合作,促进闽台高等教育一体化发展,对于加快培养适应闽台经贸合作人才、促进两岸经济繁荣,乃至推进两岸朝向双赢共生的和平发展有着不可估量的作用。本研究在回顾两岸高等教育交流互动的基础上,通过对闽台高中生的调查,揭示了两岸学子进一步互动所存在的问题：两岸相关信息渠道不畅、相互了解不足,台湾限制重重、政策鼓励有限,经济支持不足、大陆学生赴台积极性受挫等。     

Perceptions and intentions of secondary students in rural Australia to progress to university

ABSTRACT

This article explores four critical factors in the determining of regional and remote school students’ intentions to progress to university. Three of these factors are based on the theory of planned behaviour (TPB): students’ attitudes, the opinions of their significant others (social capital), and students’ perceptions of control. A fourth factor, students’ knowledge about university, is also examined, extending the TPB. The research model tested used the responses of a survey of 620 school students from remote and regional areas in New South Wales, Australia. Results show that students’ attitudes towards university and perceptions about social capital are the most important predictors of their intentions to progress to university. In addition, students’ knowledge about university was found to be a significant contributor to students’ attitudes and perceptions of control.     

The sound of study: Student experiences of listening in the university soundscape

The students from three universities (Groningen, Oldenburg and the University of Applied Sciences in Utrecht) were surveyed on the experience of hearing and listening in their studies. Included in the online survey were established questionnaires on hearing loss, tinnitus, hyperacusis, a subscale on psychosocial strain resulting from impaired hearing and a questionnaire about students’ perceptions of listening ease in study environments. Results from the 10,466 students who completed the survey (13% response rate) are highlighted, with particular attention to listening ease and measures proposed by students for improving it. The number of students having problems with hearing and listening transpires to be substantially larger when research is not constrained to students with a recognised hearing impairment, suggesting that listening is primarily a sociocultural performance and achievement rather than an artefact of physical attributes. One finding from our survey is that classroom practices could be more effective if study soundscapes are improved, while universities might exercise greater inclusive responsibility for study as a high quality sensory experience for the benefit of all students.     

我国高等教育改革路径选择:一种公共产品理论的视角

供给主体多元化是当前我国高等教育改革的目标。政府应从过去的单一供给主体转为供给主体之一,与其他供给主体平等竞争。此外,政府作为供给主体,不仅要进一步加大对高等教育的投入,更应从制度和方法上对高等教育供给整体进行管理和监督,使其能够满足社会有效需求,推动高等教育的发展。     

美国高校产学合作教育的兴起与发展

产学合作教育是美国高校培养学生实践能力和创新能力的一条有效途径，也是当今世界各国高等教育积极倡导的一种教育模式。美国高校产学合作教育的思想基础与兴起、发展状况，可以给我国高等教育的产学合作教育发展以多方面有益的启示。     

英国高等教育国际化策略:留学生视角

高等教育国际化是一种全球性趋势,留学生是高等教育国际化的重要体现。从留学生的视角分析了英国高等教育国际化的策略,认为英国大力扩展留学生数量的主要动因是经济利益和确保英国世界一流的学术地位,其成功之道在于政府和大学的高度重视、注重教育质量和品牌优势、制定和完善相关政策、加大境外宣传力度、积极参与国际交流与合作等。     

“三个代表”与中国高等教育改革发展战略

“三个代表”是高等教育改革和发展的根本指针。推动先进生产力的发展是高等教育的重要任务;传承先进文化是高等教育的历史使命;维护最广大人民利益是高等教育的根本宗旨。     

Using Institutional Selection Factors to Develop Recruiting Profiles: Marketing Small,Private Colleges and Universities to Prospective Student Athletes

This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada.     

选择实践发展--评《高等职业技术教育理论与实践》

樊流梧同志的<高等职业技术教育理论与实践>一书,集中反映了他的办学思想和实践探索,在高职教育规律的选择与理论建构、教育实践中的探索及其理论升华、对高职教育理论发展的贡献等方面表现出较高的学术造诣及其对教育实践的重要指导意义.     

英美法远程教育理论·政策·机制借鉴和我国远程教育模式的选择

进入21世纪,创新理论、创新观念、创新技术带动了现代远程教育的进一步变革与发展。借鉴国外现代远程教育发展的经验,构建符合我国国情的基于不同网络和不同终端低成本接入的数字化学习支持服务平台,已成为必然趋势。     

西方国家高等教育学费政策的变化及其影响--以英国、澳大利亚、爱尔兰和美国为例

20世纪90年代以来高等教育学费政策在许多国家发生了很大变化,这些变化对高等教育的发展产生了重要影响.以英国、澳大利亚、爱尔兰和美国等国为例,英国学费政策实施时间虽短但处于不断调整之中;澳大利亚毕业后付费政策在世界上独树一帜;爱尔兰反其道而行之,取消学费效果最终如何?美国引领世界高等教育潮流,学费不断上涨结果如何?是什么因素影响学费政策的变化?这些国家学费政策变化最终会产生什么影响?     

Elite formation in the higher education systems of Ireland and the UK: Measuring,comparing and decomposing longitudinal patterns of cabinet members

The role of higher education systems in the formation and reproduction of governing elites, and their countervailing potential for the creation of a more egalitarian, or meritocratic, society, has been an enduring subject of concern, debate and research. Many of these debates are made all the more difficult by our inability to directly compare elite formation systems within and between countries and over time. To resolve these problems, this paper employs elite formation quantitative indices to directly and transparently compare elite formation systems, namely the role of higher education systems in political elite formation over three quarters of a century in two countries. Specifically, the paper compares the influence, exclusiveness and eliteness of the Irish and British higher education systems in the production of their respective governing political elites in the 75 years between 1937 and 2012.     

学生转向：澳大利亚大学教育与高职教育衔接的有效路径

澳大利亚高等教育体系由大学教育和高职教育构成,尽管这两部分存有差别。但它们有共同的目标,即为学生提供所需的技能和知识,最终帮助学生在就业方面取得重大突破．这就意味着在两种教育形式间转向不仅是可能的,而且是十分有意义的。澳大利亚政府出于教育的有效性和平等性考虑,鼓励大学与职业学校间的学生转向。     

1998年英国高等教育经费体制改革——原因、对学生入学的影响及启示

英国工党政府在1999年承诺,到2010年高等教育的入学率达到50％。为了达到这个目标,必然要扩大以贫困学生、少数民族学生为主的非传统学生的入学率。这样,各个大学将面临着更加严重的经费短缺的问题。为此,工党政府于1998年采取了“谁受益,谁承担成本”的原则,对高等教育的经费制度进行了改革,取消了助学金制度,引入了学费和贷学金制度。但是,改革并没有如工党所愿,反而给非传统学生的入学设置了障碍。     

关于进一步推进高校思想政治理论课改革的思考

高校思想政治理论课是对大学生宣传十七大精神的主要渠道和主要阵地。高校思想政治理论课改革取得了丰硕成果,但也存在一定的不足。进一步推进高校思想政治理论课改革应以十七大精神为统领,在构建科学的管理体制、改革课程设置、加强教师理论研究、加强教材建设等四个方面下功夫。