高校多校区办学教学管理模式探析

随着我国高等教育管理体制改革的逐步推进,很多高校正在进行着“一校多区”的实践。文章先对国外多校区办学的成功管理经验作了介绍,接着对目前国内多校区办学采用的教学管理模式进行分析比较,最后提出构建多校区办学教学管理模式应着重考虑的若干问题。     

Doing Good and Feeling Good: The Experiences of Older Volunteers in a University Research Registry

This paper reports the findings from a study that explored the experiential knowledge of older volunteers who participated in university research projects. Findings suggest that most participants were very positive about their experiences, and they appreciated the opportunity to contribute to research into ageing issues. In terms of areas of improvement, many highlighted the need for researchers to provide feedback on research outcomes and to consider access and transport issues. The capacity for critical reflection amongst participants suggests the potential for the development of more responsive research as well as for cultivating partnerships with older people in future research activities.     

The object of learning in action research and learning study

ABSTRACT

The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former. Hence, the comparison is carried out in terms of how the main point of departure of the Learning study (LS), the question of ‘What is to be learned?’, is addressed in the two approaches. Both represent critical stances to Educational objectives, the frequently taken-for-granted answer to the question. Educational objectives communicate, however, what the students are expected to become able to do, but not what they need to learn in order to get there. Hence, what is to be learned cannot be stated in advance, prior to the teacher learning what her students need to learn. The two approaches to educational research agree on the principle that what is to be learned has to be found in the interaction between students and teachers; however, there is an important difference between the two concerning the very point of departure. Educational objectives are too wide and imprecise according to LS, the teachers have to find the critical aspects (necessary to appropriate, but not appropriated as yet by the students) of the object of learning. According to Action research, as formulated by Lawrence Stenhouse, educational objectives are too narrow, too limited and limiting. We shall start looking for what is to be learned amongst inherent aspects of the content itself.     

Mother and teacher ratings of maladaptive behaviour in children with special needs

ABSTRACT

Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed.