Curriculum and assessment for the knowledge society: interrogating experiences in the Republic of Ireland and Queensland,Australia

The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland.     

The male–female gap in post-baccalaureate school quality

Women are less likely than men to earn degrees from high quality post-baccalaureate programs, and this tendency has been growing over time. I show that, aside from the biomedical sciences, this cannot be explained by changes in the type of program where women tend to earn degrees. Instead, sorting by quality within degree program is the main contributor to the growing gap. Most of this sorting is due to the initial choice in which program type to apply to. No gender differences in selection with respect to ability or program quality arise as students progress through the admissions, enrollment or persistence choices.     

论高校图书馆员的职业倦怠

介绍了职业倦怠的概念，从高校图书馆员的职业特点出发，探索其职业倦怠的表现形式和成因，提出了远离职业倦怠的有效途径。参考文献5。     

高校图书馆的职称制度及其对科研工作的影响

高校图书馆的职称制度对图书馆员的科学研究起到了极大的推动作用，但也产生了不小的负面影响。文章以莱阳农学院图书馆的科研情况为例，说明职称制度对科研工作的巨大影响，并提出改善高校图书馆科研状况的几点看法。     

斯诺新闻实践与新闻职业精神

斯诺的新闻实践对新闻职业精神做了最佳诠释。斯诺新闻职业精神体现在求真求实的职业责任、独立公正的职业操守、关爱人民的职业情感和勇敢细致的职业作风等方面。斯诺的新闻职业精神虽带有鲜明的个人特征和时代特征,但从中也不难发现新闻职业精神的一般特征,以及新闻职业精神养成的一般规律。     

福建省中学体育教师职业态度的调查研究

应用瑟斯顿态度等距测量法 ,制定“中学体育教师职业态度量表” ,对我省九个地市的 2 74名中学体育教师进行问卷调查。调查结果表明 :从总体上看我省中学体育教师是比较喜欢自己职业的 ;男女教师之间的职业态度无明显差异 ,但是 35岁以下年轻教师的职业态度明显比 35岁以上教师差。调查结果还表明 ,在态度结构上 ,认知水平较高 ,但情感部分存在矛盾 ,认知与行为倾向不太一致。     

MODERN INDUSTRIAL TRAINING IN VOCATIONAL TECHNOLOGY EDUCATION

In this article the importance of modern industrial training in higher vocational technology education, the demands for the modem industrial training bases, the quality demands on the vocational technicians and how to enhance the quality of the students for vocational technology training are discussed. The discussions on the quality demands concentrate only on professional ethics.The integration of mechanical technology, electrical technology and optical technology is the main stream of manufacturing technology of modem industry. Great attention has to be devoted on the development of professional ethics. Industrial training must have clear purpose and aim.     

浅谈中国职业体育的劳资关系

运用文献资料法、专家访谈法和逻辑分析法,对我国职业体育劳资关系的产生和发展及管理现状进行深入分析,探讨了建立我国的职业体育劳资关系模式的对策。加强有关职业体育的立法、司法与执行,用法律来约束和管理职业体育的劳资关系,使我国职业体育的发展有一个良好的外部环境;同时,应建立职业体育联盟、运动员工会组织以及集体谈判制度,是我国职业体育劳资关系模式建立的关键。     

思想政治理论课教学与职业道德技能培养的结合点探讨

思想政治理论课与职业道德技能培养是辩证统一关系;二者内涵丰富,外表多彩。在思想政治理论课教学中加强职业道德技能培养,有重大意义和多种方法技巧。     

非英语专业本科生专业英语教学的探讨

针对目前非英语专业本科生英语教学现状进行了分析讨论,提出了明确课程培养目标、加强专业英语教材建设和专业英语师资队伍建设、优化教学模式、改革教学方法等措施,以实现非英语专业本科生英语学习的有效性和持续性。