In this article we report on our study that explored internationalization in higher education institutions as it relates to two levels of “culture” -- institutional culture and national higher education culture. We examined two leading research-intensive universities, “Coastal University” (Australia) and “Prairie University” (U.S.A.), which have similar institutional cultures (as theorized by Bergquist & Pawlak, 2008) yet reside in different national higher education contexts. Through cross-case analysis, we examined internationalization strategies as they relate to institutional culture and sought to draw inferences about the influence of national higher education cultures on these strategies. We propose the need to examine these cultures when developing internationalization strategies within institutions. 相似文献
Based on the notions of social and socio‐mathematical norms we investigate how these are established during the interactions of pre‐service teachers who solve mathematical problems. Norms identified in relevant studies are found in our case too; moreover, we have found norms related to particular aspects of the problems posed. Our results show that most of these norms, once established, enhance the problem‐solving process. However, exceptions do exist, but they have a local orientation and a relatively small influence.
En s'appuyant sur les concepts des normes sociales et ‘socio‐mathématiques’, nous avons étudié comment ces normes se sont établies au cours des interactions entre les enseignants et les étudiants en activité de résolution des problèmes mathématiques. Aux résultats de la recherche apparaissent d'une part les mêmes normes qui ont été déjà remarquées à d'autres recherches relatives et d'autre part des normes liées plus particulièrement aux problèmes posés. Les résultats de la recherche montrent que dans la majorité des cas les normes aident le processus de la resolution des problèmes. Il existe bien sûr des exceptions, mais elles ont une influence et une orientation locale.
Basierend auf den Begriffen der sozialen und sozio‐mathematischen Normen untersuchen wir, wie diese in die Interaktionen von angehenden Lehrern beim Lösen von mathematischen Problemen einfliessen. Normen, welche in relevanten Studien identifiziert werden, wurden in unserem Fall ebenfalls gefunden. Wir haben ausserdem Normen gefunden, welche sich auf bestimmte Aspekte der Fragestellungen beziehen. Unsere Resultate zeigen, dass die meisten Normen, sind sie einmal etabliert, die Problemlösungsprozess verbessern. Es bestehen zwar Ausnahmen, doch diese haben eine lokale Orientierung und einen relativ kleinen Einfluss.
Basados en las nociones de la norma social y sociomatemática, estamos investigando cómo se establecen dichas normas durante las interacciones de los profesores en pre‐servicio, que resuelven problemas matemáticos. Las normas identificadas en estudios relevantes también se encuentran en nuestro caso; de hecho, hemos hallado normas relacionadas con aspectos particulares de los problemas expuestos. Nuestros resultados demuestran que la mayor parte de estas normas, una vez establecidas, mejoran el proceso de solución de problemas. Sin embargo, existen también excepciones pero éstas tienen una orientación local y una relativamente menor influencia. 相似文献
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed. 相似文献
In this article, the authors explain the need for clinically rich middle school STEM teacher preparation. They describe how one university and school district with an established partnership collaborated to meet this need. The result was the formation of a residency program that aims to prepare high quality middle school STEM teachers who can fill the district’s vacancies. The residency program is centered around clinical experiences where the triad—consisting of a preservice teacher, collaborating teacher, and university supervisor—is the nexus of learning. The authors share the takeaways from their experiences, highlighting the perspectives of the members of one triad. They conclude with an examination of the residency program’s effectiveness in meeting its intended aim. 相似文献
In response to the demand to produce highly qualified teachers to fill teacher vacancies in high-need middle school areas while simultaneously strengthening the teacher preparation process, this article highlights how an innovative partnership with a very large school district and multiple colleges within a metropolitan university resulted in a collaboration to rethink and retool teacher preparation for the next generation of middle school STEM teachers. 相似文献
Many countries are multicultural. Mathematics teacher education classes often are composed of students with varied cultural and linguistic backgrounds, and mathematics teachers may be employed in regions from which they do not come. Formal (mathematics) education is a process of cultural interaction, and every child and teacher may experience some degree of social and cultural conflict in that process. This paper describes and reflects on some of these tensions, as they exist in mathematics teacher education in Mozambique. The process of developing among future mathematics teachers an awareness of the social and cultural bases of mathematics is object of reflection. 相似文献
Research in Science Education - We use the framework of cognitive resources to investigate how students construct understanding of a complex physics topic, namely, a photovoltaic cell. By observing... 相似文献