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The mathematics education community has shown considerable awareness of the international status of their discipline. While
internationalization of the discipline is not a new phenomenon, globalization is a relatively recent term in educational discourse.
This paper presents a theoretical model towards the study of globalization and internationalization in mathematics education
based on previous publication by the authors. Secondly, it identifies some key issues that have been discussed in the literature
and that may require further discussion and research in the field. In particular it discusses the issue of similarity of mathematics
education curricula around the world. The concept of a global curriculum is rejected in favor for more internationalized approach
to curriculum reform based on collaboration between mathematics educators. 相似文献
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Bill Marsden 《Cambridge Journal of Education》1997,27(3):343-354
This paper is an account of a singular Anglo‐Welsh dynasty, the Adams family, the experiences of three generations of whose teaching members spanned 100 years of educational development in England and Wales, from the 1840s to the 1930s. It comprises first of all summarised biographical details of relevant members of the Adams family, of which a full history can be found in the writer's An Anglo‐Welsh Teaching Dynasty (Marsden, 1997). The second part of the paper offers generalisations drawn from this grassroots, longitudinal case study which provide critical comment on the work, personal lives and attitudes of individual members, in illustration of the living realisation of a century of educational effort. They hopefully serve to counter some of the attenuated and negative stereotypes of the teaching profession found in certain traditional histories of the profession and in some social theory imposed on educational history. 相似文献
37.
University class size: Is smaller better? 总被引:1,自引:0,他引:1
David D. Williams Paul F. Cook Bill Quinn Randall P. Jensen 《Research in higher education》1985,23(3):307-318
This study investigates the relationship between class size and achievement at the college level. Recent meta-analyses have found a strong relationship between class size and student achievement, but few of the studies examined class size larger than 40 or university-age populations. This analysis examines a university's testing-center data-archives representing 305 sections from 24 different courses. Section sizes ranged from 13 to 1,006. A total of 16,230 test scores were analyzed. The results of this investigation reveal that at the college level, class size may be less important an influence on student achievement than some educators have thought. 相似文献
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Bill Guise 《Journal of Career Development》1989,15(4):275-279
Bill Guise is Assistant Director, Washington National Diffusion Network Facilitator Office. 相似文献
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Assessing Multiliteracies and the New Basics 总被引:1,自引:0,他引:1
Mary Kalantzis Bill Cope Andrew Harvey 《Assessment in Education: Principles, Policy & Practice》2003,10(1):15-26
This paper addresses the skills and characteristics required of successful learners, workers and citizens in the knowledge economy. The authors trace the shifting commercial, technological and cultural conditions characteristic of this economy, and highlight the key qualities now required for individual success. Effective learners will increasingly need to be autonomous and self-directed, flexible, collaborative, of open sensibility, broadly knowledgeable, and able to work productively with linguistic and cultural diversity. While still prevalent, it is held that standardised testing and a 'back to basics' approach to curriculum are unable to promote and measure effectively these skills and sensibilities. Instead, a broader and more creative approach to curriculum and assessment is recommended. A 'new basics' is argued for at the level of curriculum, with correlative assessment techniques such as analysis of portfolios, performance, projects and group work. 相似文献
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Bill Varley 《The International Journal of Art & Design Education》1998,17(3):225-226