The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between “desegregated” school participation and academic achievement, in specific second language Chinese (CSL) acquisition, the challenges that such students face in participating in mainstream education and learning Chinese, no doubt, deserve to be examined. This qualitative study conducted in-depth interviews with 18 secondary students of South Asian/Southeast Asian minority backgrounds enrolled in mainstream schools. Drawing on both cultural and institutional paradigms of explanation for educational achievement, we argue that the reasons inhibiting the minority students' academic involvement are not simply their linguistic challenges but also the institutional constraints in the mainstream education system unique to this population. This study calls for a shift in school desegregation arrangement from one focusing narrowly on physical desegregation to a more comprehensive set of policies that embrace the institutional factors including teacher expectation, resource availability, and bilingual support, crucial to reduce racial differences in achievement. 相似文献
Journal of Science Education and Technology - Multimedia-supported e-learning is considered useful as it can offer an enjoyable independent learning experience to learners. However, the... 相似文献
For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).
These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.
The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.
The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.
An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia. 相似文献
Fibre-reinforced polymer (FRP) composites were widely utilized in civil engineering structures as the retrofit of reinforced concrete (RC) columns. To design FRP jackets safely and economically, the behaviour of such columns should be predicted first. This paper is concerned with the analysis and behaviour of FRP-confined RC circular and rectangular short columns subjected to eccentric loading. A simple design-oriented stress-strain model for FRP-confined concrete in a section analysis was first proposed. The accuracy was then proved by two test data. Following that, a parametric study including amount of FRP confinement, FRP strain capacity, unconfined concrete strength and shape of column section is provided. Some conclusions were obtained at the end of the paper. The work here will provide a comprehensive understanding of the behaviour of FRP-confined concrete columns. The simplicity of the model also enables a simple equivalent stress block to be developed for direct use in practical design. 相似文献
The more ambitious an educational innovation, the greater the challenge in scaling up. In this paper, we focus on the scaling up of an ambitious pedagogical practice—mathematics problem solving as a regular feature in the classroom. We adopt a long-term approach to continual professional development (CPD) that began with intensive work with one school before we broadened the programme to four other schools which span the spectrum of schools in Singapore. To evaluate this overall design, we examine the current state of each school’s capacity in sustaining mathematics problem-solving instruction. In particular, we study and report findings on these areas: the readiness of teachers, the instructional materials and supporting structures. Based on the findings, we reflect on our CPD strategies and our theory of action which guided the CPD programme.
This paper studies the problem of the stochastic stability and H∞ disturbance attenuation for linear continuous-time time-delay systems that possess randomly Markovian jumping parameters. A delay-dependent sufficient condition on the stochastic stability with given H∞ performance is proposed using the stochastic Lyapunov–Krasovskii stability theory. The conditions are formulated as a set of coupled linear matrix inequalities. 相似文献
With the understanding that moral education is interpreted as both ideological and political education in China, this paper attempts to look at the ideopolitical emphases in government moral education documents since the adoption of the open policy in 1978. The analysis will be focused on three particular aspects, namely (1) the changing perception of the role of moral education, (2) the changing emphasis on what moral education should achieve, and (3) how such change of emphases would reflect the changing social and political circumstances in China. In sum, this paper argues that government documents on moral education can be a significant indicator for tracking social transition in China. 相似文献
AbstractIn the rapid development of Chinese higher vocational education, large gaps have appeared in the scale of development and resource generation among the provinces, among regions in the provinces, and among higher education institutions in the provinces. Balanced regional development and provincial-level coordination have become policy focal points, but a discussion of the relationship between the two has been lacking in the academic world. Based on 2009 data on vocational colleges in China, the quantitative analysis in this paper shows that there is a tension between the governance models of higher vocational education and balanced development of vocational colleges within provinces. Research findings show that school affiliation is related to the ability to attract public funding, appropriations for public schools are significantly higher than for private schools, and tuition for private schools is significantly higher than for public schools; school affiliation is related to output, and the new student registration rate and number of cooperating enterprises is higher for public schools than private schools; and there is a significant positive correlation between the ratio of prefecture-level city schools and the average number of cooperating enterprises for schools in a province, and a significant positive correlation between the ratio of private schools and the average tuition of schools in a province. This paper suggests that to achieve the dual objectives of balance and development, provincial-level governments should adjust their administrations and financing for higher vocational education and decentralize their authority to local governments, in order to build a diverse and flexible new model for higher vocational education governance. 相似文献