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861.
MaryJo Benton Lee 《Diaspora, Indigenous, and Minority Education》2016,10(1):55-68
Improving the quality of education has been a central goal of the People’s Republic of China since its founding in 1949. Particular concern has been focused on ethnic minority areas where educational quality lags behind that of other regions. Since 1986 the State Education Commission has been working toward the implementation of nine years of compulsory education for all Chinese children nationwide. Implementing this policy has been particularly challenging in the less developed areas of western China where many ethnic minorities live. The solution rests in training an adequate number of teachers who are themselves from ethnic minority groups or who are willing to teach ethnic minority children. This article reviews a significant and growing body of English-language literature, drawn from the sociology of education, on minority teachers and teachers of minorities in the People’s Republic of China. 相似文献
862.
In recent years, both Singapore and Hong Kong have been ranked top in international education rankings. They are widely admired as high-performing education systems (HPES) and, not surprisingly, among the best education systems in the world. The success stories of Singapore and Hong Kong education have aroused widespread attention internationally among different stakeholders, such as policymakers, researchers and practitioners, to investigate if it is possible for their policies and practices to be learned and borrowed by other countries. In this article, we stress the importance of context in understanding policy phenomena and possibilities for policy transfer. The Singapore and Hong Kong education systems are facing critical issues such as the economization of education, educational disparities and the paradigm shift from meritocracy to parentocracy. How well they deal with these policy issues will determine if their present international standing continues into the future. This article provides a critical review of their education policies to explore how these policies can be refined and adjusted in order to cope with the challenges facing both education systems. 相似文献
863.
Kun Huang Victor Law Sang Joon Lee 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1882-1895
The Community of Inquiry (CoI) model provides a lens to examine online learning through three elements: teaching presence (the design and facilitation of learning experiences), social presence (the extent to which learners project themselves as real people) and cognitive presence (the extent to which learners are able to construct meaning through inquiry and reflection activities). While research to date has established the importance of these essential presences in online learning environments, recent research on the CoI model calls for the need to explore the role of learner characteristics. The current study responded to the call by examining the role of learners’ epistemic beliefs (EB) (ie, individuals’ fundamental beliefs about the nature of knowledge and knowing) in an online CoI. Multiple linear regressions analyses revealed that EB moderated the relationship between learners’ perceived teaching presence and cognitive presences. Future studies on CoI should take learners’ epistemic beliefs into consideration, especially in the case of low teaching presences. Theoretical and practical implications for designing and investigating online learning are discussed. 相似文献
864.
In response to Tali and Yarden’s presentation of their efforts to teach socioscientific issues, the discussants address issues
of authentic versus simulated activities; teachers as learners or co-creators with their students; educating people to contribute
to science-based decisionmaking; the development of such socioscientific competence; the relationship between group or participatory
processes and individual development; framing real world cases for every age of student; making space to delve into the historical
and social background to any scientific theory, practice, or application; educating teachers who can coach students in socioscientific
inquiry; and facing off against the traditional and resurgent emphasis on highstakes, content-oriented testing of students
in science. 相似文献
865.
CHOI Jin-hwa JEON Byung-cheol KIM Gun-hee SHIN Bong-cheol LEE Honghee CHO Myeong-woo SEONG Eun-je PARK Dong-sam 《浙江大学学报(A卷英文版)》2006,7(9):1474-1481
INTRODUCTION Today, the manufacturing industry makes con- stant effort in order to construct an E-manufacturing system using information technology for effective production control, and then, it offers the integrated production control to the workers, the production managers, and the consumers, etc. (Lee, 2003; Choi, 2004). In the mould manufacturing industry, the process managers often request paperwork to know the information of the processes on CNC machine tools or they visit the shop… 相似文献
866.
ABSTRACTObtaining a tertiary degree no longer guarantees entry to the best occupational positions in today’s labour market. Success is no longer about ‘more’ education, but about ‘better’ education for university graduates. This study aims to understand whether university prestige in Korea accounts for occupational outcomes in both monetary and non-monetary aspects, such as salaries and job satisfaction. The study particularly focuses on the way different levels of university prestige are affected by gender. The fourth wave data from the Korean Education and Employment Panel were used, providing information from the results of a panel survey of university graduates in terms of their social and academic background and job employment status. Results show that university prestige continues to matters in occupational outcomes in particular, for wage, but it is not significant for job satisfaction. The effect is more significant among male graduates than among female graduates. 相似文献
867.
萨义德眼中的"知识分子"其包含的内容对当今社会有很大的提示意义。他呼吁真正的"知识分子"应该具有双重视野,并由此提出一系列"特立独行"且具操作性的观点如知识分子所承担的社会角色应当是"流亡者"、"业余者"、"实践者"等,其社会责任——代表弱势群体"对权势说真话"、"为小市民当喉舌"。毋庸置疑,这些无疑不是给当今社会中以"西方主义"为一切衡量标准"、恃强凌弱"的"知识分子"敲响了警钟。 相似文献
868.
The Legacy of Early Abuse and Neglect for Social and Academic Competence From Childhood to Adulthood
K. Lee Raby Glenn I. Roisman Madelyn H. Labella Jodi Martin R. Chris Fraley Jeffry A. Simpson 《Child development》2019,90(5):1684-1701
This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated with more interpersonal problems and lower academic achievement from childhood through adulthood (32–34 years). The predictive significance of early abuse and neglect was not attributable to the stability of developmental competence over time, nor to abuse and neglect occurring later in childhood. Early abuse and neglect had enduring associations with social (but not academic) competence after controlling for potential demographic confounds and early sensitive caregiving. 相似文献
869.
The present study tests the assumption that peers wield sufficient influence to induce sexual homophily (i.e., similarities in sexual experiences). Because girls face greater stigma for their sexual experiences than do boys, sexual homophily may be greater in girls' friendship networks than in boys'. Stochastic actor-based models were used to analyze network data (n = 2,566; ages 14–18) from two high schools in the National Longitudinal Study of Adolescent to Adult Health. Sexual homophily was present in friendship networks. Girls and boys were equally susceptible to their friends' influence, but the former exhibited a stronger preference for befriending same sexual debut status peers than the latter. The findings suggest that adolescents—particularly girls—“curate” their networks to minimize peer ostracism. 相似文献
870.
Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy. 相似文献