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181.
Paula Ensor 《Higher Education》2004,48(3):339-359
This article describes effortsfrom the mid-1990s in South Africa to reshapehigher education curricula, and the responsesof universities to a series of policyinitiatives concerned with higher educationcurriculum reform. Pressures of globalisationand the local challenges of reconstruction anddevelopment formed the context in which highereducation curriculum restructuring occurred.Two discourses, acredit-accumulation-and-transfer discourse anda disciplinary discourse, have shaped educationpolicy making in South Africa since themid-1990s, particularly in higher education.Policy initiatives to re-shape higher educationcurricula are discussed, as well as the ways inwhich science and humanities faculties atuniversities have responded to theseinitiatives. A typology of different curriculumforms is presented which suggests that in spiteof the influence of the credit exchangediscourse in policy documents, undergraduatecurricula continue to be presented on a largelydisciplinary basis. 相似文献
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Paula Jorde-Bloom 《Early education and development》1990,1(3):185-204
While the prevailing wisdom in the literature supports the proposition that the early childhood center director is the “gatekeeper to quality”, little is known about the type of formal and informal training center directors have had and their attitudes about the appropriateness of that training. The lack of reliable data about center directors has hampered efforts by child care advocates around the country to press for licensing standards that are reasonable and enforceable, yet also promote quality. This article provides a framework for understanding the many issues related to requisite qualifications. It synthesizes the research regarding directors' education, experience, and training and provides policy recommendations for the licensure of personnel assuming this position. 相似文献
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The apparent educational underperformance of boys has received phenomenal attention worldwide for many years. In the UK, it has led to various government reports and policies aimed at raising boys' achievement. This small-scale qualitative-interpretive pilot study, undertaken in one urban primary school in North Wales, reports the findings from exploring boys', aged six to seven years, perceptions of education. It also presents teachers' perceptions of how boys' learn and what they regard to be visible gender differences in the classroom. The research suggests that although many boys within this age group seemed generally positive about school and learning, certain issues were emerging for some boys that, if not addressed, could result in disengagement and/or underperformance. Factors include: issues related to boys' reading and literacy; boys' preference for screen-based, digital devices; gender binaries in relation to learning styles and behaviours; gender-specific syndromes; and teacher concerns about the impact of a ‘feminised’ education sector. The objective of this paper is to examine, after decades of research studies and government reports, what do we really know about the perceptions of young male learners and their experiences within the context of the primary classroom? 相似文献
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Biscaia Ricardo Melo Ana I. Machado Isabel Figueiredo Hugo Rosa Maria João Rocha Paula 《Tertiary Education and Management》2020,26(3):281-294
Tertiary Education and Management - This article presents a set of performance indicators based on the Portuguese case for managing the performance of research and cultural creation activities and... 相似文献
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The purpose of the study was to determine whether the lexical compounding, suffixation, and part of speech aspects of lexical prosody rendered while reading text aloud are predictive of children’s developing oral reading fluency and reading comprehension skills. Ninety-four third grade children were recorded while reading aloud a grade-level passage targeting lexical prosody contrasts related to suffixation, compounding, and part of speech. Children also completed assessments on reading fluency, word reading efficiency, and reading comprehension skills. Prosodic measurements of pitch and amplitude for each syllable of the targeted words, and spoken head word length in ms for targeted compound words, were carried out. Spectrographic analyses indicated that children generally displayed appropriate prosody for each lexical prosody contrast examined. The extent to which children made these prosodic distinctions between syllables was related to their reading fluency and comprehension skills. The study finds that, in the oral reading of connected texts, children’s use of lexical prosody is an aspect of general reading prosody that is predictive of reading fluency. 相似文献