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951.
Max StephensonJr. 《Higher Education》2011,61(1):95-108
This article asks land grant university leaders and faculty to think of their role in community engagement not simply as the
provision of technical assistance or of research and development prowess, but as an opportunity for social leadership. It
explores the case of Virginia Tech’s effort to develop a regionally based model to secure long-term social and economic change
in an economically ailing part of Virginia. The article suggests how land grant community engagement may be understood as
adaptive leadership and provides a conceptual frame to understand better the role of such research universities in community
change processes. 相似文献
952.
A questionnaire was administered to 1,929 applicants to Oxford University, including measures of trait anxiety, behavioural
response to examinations and to breakdown in relationships. 635 of these applicants were admitted to the university and of
these, 383 also responded to a questionnaire administered 4 years later, just before their final examinations. The classification
(first, upper and lower second, third class) and marks in the final examinations were obtained and the relationship between
the personality measures and academic performance were calculated. Women showed higher anxiety scores than men at both times
of testing. Women who obtained the best (first class) degrees scored significantly higher on anxiety than those who performed
less well. In contrast, there was no such difference in men. Explanations for anxiety having a facilitatory effect on academic
performance of women at Oxford University are proposed. 相似文献
953.
Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People
with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European
level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive
education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and
to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the
available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the
European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its
member countries in addressing teacher education for inclusion. 相似文献
954.
Muna Amr 《Prospects》2011,41(3):399-413
This article examines teacher education programmes in the Arab region and the extent to which teachers are prepared to work
in inclusive education settings. In the Arab world, the emerging area of inclusive education faces various challenges, among
them a teaching force that is not adequately prepared to teach all children. This challenge arises partly because, without
content on inclusive education, current pre-service and in-service programmes produce teachers who lack the skills to work
with children with special needs in mainstream classrooms. This article focuses on teacher education in Jordan, where the
problems and challenges surrounding teacher education programmes for inclusive education mirror those in other Arab countries.
In Jordan, training for inclusive education is very limited at both pre-service and in-service levels, both because the idea
has only recently been introduced and because of limited financial resources in the country. Still, the growing interest in
adopting an inclusive education system has raised awareness about the importance of providing teachers with education that
enables them to work with children with special needs in inclusive settings. 相似文献
955.
956.
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958.
Organized research units—also known as centers, institutes, and laboratories—are increasingly prominent in the university.
This paper examines how ORUs emerge to promote global agendas and international collaborations in an academic health center
in North America. The roles these units play in helping researchers work across institutional and national boundaries are
identified and analyzed. The concept of boundary organizations is employed to explain the features of ORUs and the challenges
they face. Findings provide insight into how such units operate between local and global mandates, interest groups, and sources
of influence, helping to extend university research into the global space. 相似文献
959.
José L. Arco-Tirado Francisco D. Fernández-Martín Juan-Miguel Fernández-Balboa 《Higher Education》2011,62(6):773-788
The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure
and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify
the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of
student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather
demographic and academic relevant information on both samples, and assigning first-year students to either an experimental
or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors
who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and
metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate,
success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning
strategies and social skills. 相似文献
960.
Gerard A. Postiglione 《Higher Education》2011,62(6):789-814
This paper presents a perspective on the capacity of colleges and universities during past and present economic shocks. The
main argument is that the environment of the global recession—an Asia far more economically integrated than during past economic
shocks, with more unified aspirations to be globally competitive and socially responsible—no longer delay reforms in higher
education. In fact, the global recession has become an opportune time for higher education in Asia, specifically developing
countries in eastern (East and Southeast) Asia, to continue reforming governance and administration, access and equity, internal
and external efficiency, and regional collaboration. Economic shocks have accelerated reforms in higher education, especially
those for promoting innovation in their economies, though more is needed in improving governance and access for underserved
populations. This paper examines the cases of China, Mongolia, and Vietnam as examples of how the global recession and regional
integration are growing forces in shaping their higher education reform and development. The paper also identifies a series
of measures for increasing the resilience of higher education systems in serving poor and vulnerable populations during economic
recessions. Responses to the global economic recession by nations in eastern Asia are likely to improve the global shift in
economy and human capital. 相似文献