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81.
This article has been retracted. 相似文献
82.
Jung Cheol Shin 《Higher Education》2012,64(1):59-72
The features of Korean higher education development are related to sociocultural tradition (Confucian tradition), the model
university ideas, and economic development in Korea. The modern university ideas adopted in Korean are based on the German
model which was established by the Japanese colonial government and drawing on the US university model after the World War
II. However, the modern university ideas are intertwined with socio-cultural factors and have been embedded in current Korean
universities. As well as the western ideas and the Confucian tradition, the growth of Korean higher education has relied upon
the rapid growth of the Korean economy. Education development is well aligned with economic development in Korea thanks to
government policy initiatives. This framework can be applied in the analysis of higher education development in other countries.
Higher education development cannot be solely explained by individual cultural, historical or economic factor. These three
factors are interlinked and influence the development of Korean higher education. 相似文献
83.
84.
Drawing upon survey data and relevant literature, this paper compares the Radio and Television University System (RTVUS) in China, Indira Gandhi National Open University (IGNOU), and the Open University of Hong Kong (OUHK) in respect of academic courses offered, course delivery mode, student characteristics, funding, and staffing. Similarities and differences are discussed, and the impact of socio-cultural factors in shaping distance education systems in different societies is examined. 相似文献
85.
A large‐scale (N = 552) controlled multivariate prospective 14‐year longitudinal study of a developmental cascade embedded in a developmental system showed that information‐processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months), psychometric intelligence in middle childhood (8 years), and maternal education either directly or indirectly (or both) contribute to academic achievement in adolescence (14 years). 相似文献
86.
Counseling faculty serve as gatekeepers to protect the public from trainees who demonstrate significant deficiencies in professional functioning. Two issues that have not been thoroughly examined are how different cultural values may intersect with the assessment of appropriate professional competencies and whether the multicultural environment of programs is considered when assessing potentially problematic students. The authors suggest a group systems intervention and provide implications and recommendations for counselor educators. 相似文献
87.
Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendency to tell stories wanes. We take this as evidence of the development of synoptic-dynamic complementarity in adolescents – and also in the theories of Halliday and Vygotsky. 相似文献
88.
Kyung Mee Kim Yu Ri Shin Dong Chul Yu Dong Ki Kim 《International Journal of Disability, Development & Education》2017,64(1):19-32
This study sets out to examine and understand the meaning of social inclusion for people with disabilities, as constructed by people with disabilities themselves. Focus group interviews with 34 people who have physical impairments, cerebral palsy, or hearing or visual impairments were conducted for the study. Using the data obtained from these interviews, the interviewees’ various definitions and perceptions of social inclusion were analysed and four meaning categories for social inclusion were identified: excluded/segregated, present, participating, and actively participating. The findings of this research can be used as foundational material in the development of disability policies and the improvement of social services to better enable full social participation and social inclusion for people with disabilities. 相似文献
89.
This study explored the responses of students in different academic majors to tuition increase, with a particular focus on
the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase
on enrollment in six academic majors—Engineering, Physics, Biology, Mathematics, Business, and Education—where disciplinary
enrollment data were available. The main findings are that students are elastic to tuition level in Physics, Biology, and
Business, but not in Engineering, where the rate of return is the highest among the six majors and the college expenditure
are the highest. The findings suggest that student enrollment in various academic majors is affected differentially by tuition.
Further, the findings support a cost-related tuition policy, one designed to charge students higher tuition for higher-cost
majors and lower tuition for lower-cost majors.
相似文献
Sande MiltonEmail: |
90.
Jaran Shin Misty Sailors Nicola McClung James V. Hoffman P. David Pearson Davie Kaambankadzanja Liveness Mwale 《Literacy》2020,54(3):74-90
Children in low‐income, postcolonial countries such as Malawi have few opportunities with quality reading materials that promote independence as readers. In this study, we argue that access to locally produced text relevant to linguistic and cultural contexts is a fundamental human right for children throughout the world. Situating this study within the intersection of research on children's rights and complementary reading materials, we analyse data from a project in Malawi. We consider the ways in which a respect for children's educational rights – specifically, their rights to access information via children's books – can help them develop their biliteracy. Additionally, we examine how the Read Malawi program contributes to Malawian children's literacy development in both national and official languages. Our findings suggest not only a humanistic need for quality complementary books, but also the empirical justification for books in the hands of children; in particular, an interconnected relationship between borrowing books from school and engagement with Read Malawi was found, especially when we explore children's English proficiency. Through Read Malawi, this study exemplifies what a quality literacy intervention can do in supporting children's Chichewa and English proficiency and improving their rights to quality education. 相似文献