准备好应用网络教育的明日教师（上）

全球网（www.World Wide Wde)对教育系统的潜在冲击几乎是无限的。然而，如果我们的教师不具备适当的应用网络的知识和技能，实现的冲击会比可能的要小。证据表明，我们的教师需要培训，以便能够有效利用强大的在线资源，培养我们的孩子在数字社会中自我发展的能力。本文的目的在于探讨基于网络的教学对教师教育计划的冲击。     

Elusive mandate: UNICEF and educational development

The United Nations Children's Fund has rapidly gained prominence as a UN agency promoting educational development. Detailed analysis is presented of UNICEF's transition from being a supplier of emergency goods and services, to a humanitarian role that has diversified to embrace development assistance and promoting the rights of children and women. How these have impacted on the development of UNICEF education is examined. Despite many institutional strengths, it is argued that the need for increased policy clarity in UNICEF education and for greater operational effectiveness remain central to any contemporary understanding of UNICEF's contribution to educational development.     

The Use of Student Consulting Projects as an Active Learning Pedagogy: A Case Study in a Production/Operations Management Course

Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the form of student consulting projects. While the literature on student consulting has largely focused on projects to assist small business owners, this research demonstrates the potential for using student-consulting projects in the Production/Operations Management course. We use a case study to describe the use of a student-consulting project as an alternative to the other types of active learning described in the Operations Management education literature.     

The perceived value of work placements and part-time work and its diminution with time

This paper explores the perceptions of degree students at two UK universities regarding their work placement and part-time working activities, to assess if the two activities converge. The research comprises three stages: interviews for preliminary exploration of students’ perceptions towards work placement and part-time work; interviews to examine how placement opportunities link with career aspirations; a survey of students who had completed a placement, and those currently on placement. Students acknowledged part-time working helped their placement activity, providing transferable skills beneficial to both study and career aspirations. A significant finding was with respect to time: the closer to the placement activity the data was collected, the stronger the impact of appreciating the value of placement. The paper therefore highlights the value of timing in the assessment of work placement. It also offers value for universities’ by providing insight into students’ perceptions regarding embedded external work activities that can enhance graduate employability and career prospects.     

Brian Griffiths (1927–2008) – his pioneering contributions to mathematics and education

Brian Griffiths (1927–2008) was a British mathematician and educator who served as a member of the founding editorial board of Educational Studies in Mathematics. As a mathematician, Griffiths is remembered through his work on what continue to be known as ‘Griffiths-type’ topological spaces. As a mathematics educator, his most profound contribution was, with Geoffrey Howson, in offering a conceptualisation of the relationship between mathematics, society and curricula.     

Teaching technological applications in the physics classroom

Conclusions A teaching unit, designed to improve links between physics concepts and students' existing know ledge, has been developed and evaluated. Based on key propositions of the generative learning model, attention gaining activities were introduced to facilitate new ideas being linked to relevant frameworks already held by the learner. Evaluation suggests that introducing an appropriate technological focus, combining activities and using a suitable teaching sequence generally enhance the learning of senior secondary school physics. Student perceptions of the teaching unit were probably enhanced in part because the approach used was new and different. However, when a second teaching unit, based on the Doppler effect, was introduced to the class about four weeks later, very similar results were obtained with the same classes and other classes. The capacitance unit was also used in other schools with similar positive results from both teachers and students.     

Erroneous concerns about child sexual abuse

AIM: To assess the incidence and nature of concerns about sexual abuse, with particular reference to erroneous concerns of sexual abuse made by children. METHODS: A review of case notes of all child sexual abuse reports to the Denver Department of Social Services over 12 months. Cases were put into four groups: substantiated, not sexual abuse, inconclusive and erroneous accounts by children. RESULTS: 551 cases were reviewed. Forty-three percent were substantiated, 21% were inconclusive and 34% were not considered to be abuse cases. There were 14 (2.5%) erroneous concerns emanating from children. They comprised three cases of allegations made in collusion with a parent, three cases where an innocent event was misinterpreted as sexual abuse and eight cases (1.5%) of false allegations of sexual abuse.CONCLUSION: Erroneous concern of sexual abuse from children are uncommon. The four categories of concern in this study, in contrast to the simple classification of substantiated and unsubstantiated, provide a means of encouraging open minded assessments of the typical concerns which a child protection agency receives.