Suchergebnisse

The presentation will examine the major trends in education for teacher librarianship in Australia. Issues of direct concern to the profession of teacher librarianship as a specialist position in schools will be identified and situated in a global context. The presentation will conclude with a discussion on the future of education for teacher librarianship with an emphasis on the situation in Australia and Hong Kong. ; Dr Ken Dillon is the Associate Professor in Teacher Librarianship and Head, School of Information Studies at Charles Sturt University (CSU). He was formerly a teacher and teacher librarian in both government and non-government schools in New South Wales. Ken is Course Coordinator of the Master of Applied Science (Teacher Librarianship) at CSU. He has coordinated many professional development activities and presented at numerous conferences nationally and internationally. He has contributed to a range of scholarly and professional journals and has co-written and co-edited several books including "Brought to book: Censorship and school libraries in Australia", "School library automation in Australia" (2 editions) and "Collection management for school libraries" (2 editions). Ken is Co-Administrator of OZTL_NET, a listserv community for teacher librarians in Australian schools. His current teaching and research interests include online learning communities for teachers, issues related to student access to the Internet, the information needs and professional development of teachers and teacher librarians, contemporary conceptions of teacher professional learning, teaching and learning online and censorship in schools. In 2005, Ken was recipient of the John Hirst Award "in recognition of his commitment and support of teacher librarianship and school libraries" from the Australian School Library Association (NSW). ; published_or_final_version ; Centre for Information Technology in Education, University of Hong Kong

As economists have become increasingly interested in higher education, economic reasoning has been applied, resulting in extremely useful research in higher education. With the growth of market forces in higher education, the changing role of government, and advances in research on the economics of higher education, higher education funding is increasingly seen as a tool to stimulate the market. The development of an effective funding strategy may be one of the keys to developing higher education - its quality and efficiency, increasing equity and equality. The article adds to the existing literature on higher education funding and the impact of market forces on higher education. It aims to provide an analysis of economic reasoning applied to higher education, which can be used as a tool to develop a funding strategy. It also includes an overview of different funding models concerning economic reasoning and synthesizes different funding strategies regarding their impact on the higher education market.

Abstract There is increasing interest in measuring management in schools. This paper discusses a popular measurement tool: the World Management Survey (WMS) for schools. Drawing on WMS data, secondary sources, and the recent literature on school management, we take stock of the WMS and make recommendations for its use in future research and policy. We conclude that the WMS remains a highly useful tool for its stated purpose—the standardized measurement of (a subset of) management practices within schools—and make two sets of recommendations. First, we encourage those seeking to benchmark management practices in schools to take a systems perspective by extending the WMS approach upwards into the education bureaucracy. Second, when measuring practices within schools, we recommend that researchers consider: how best to assess alignment across practices in the operations domain; the challenge of measuring student learning for monitoring and target-setting; and the context specificity of people management.

Student affairs graduate programs tend to prepare individuals via theory but do not engage in dialogue thataddresses how to transfer that theory into practice. In many cases, social justice issues are neglected. Asstudent affairs scholars/practitioners and women, we find ourselves engaged in conversations withcolleagues about a shared concern: entry-level student affairs professionals are not adequately prepared tosurvive the political environment of higher education. In an effort to illuminate our understanding of thisdilemma, we focused on this shared concern with a deep interest in creating some type of actionable changewithin student affairs preparation programs. Our research indicates that understanding individual socialaction theories is intrinsic to building a community that supports diversity. Habermas (1990) speaks to thetheory of "communicative action," or a process of building understanding among groups of individuals.Habermas' concept of communicative action can serve as an analogy for both the instructor and the studentin a student affairs graduate classroom. In accordance with this analogy, the instructor and students areoriented toward discovering their own meaning, personally and as a group, while accessing theories that areapplicable in student affairs practice

Student affairs graduate programs tend to prepare individuals via theory but do not engage in dialogue thataddresses how to transfer that theory into practice. In many cases, social justice issues are neglected. Asstudent affairs scholars/practitioners and women, we find ourselves engaged in conversations withcolleagues about a shared concern: entry-level student affairs professionals are not adequately prepared tosurvive the political environment of higher education. In an effort to illuminate our understanding of thisdilemma, we focused on this shared concern with a deep interest in creating some type of actionable changewithin student affairs preparation programs. Our research indicates that understanding individual socialaction theories is intrinsic to building a community that supports diversity. Habermas (1990) speaks to thetheory of "communicative action,†or a process of building understanding among groups of individuals.Habermas' concept of communicative action can serve as an analogy for both the instructor and the studentin a student affairs graduate classroom. In accordance with this analogy, the instructor and students areoriented toward discovering their own meaning, personally and as a group, while accessing theories that areapplicable in student affairs practice

The three birth cohorts which have passed through the youth stage of their life course since the founding of the PRC in 1949 have had radically different relations with the Party-state. This has brought serious consequences for the Party-state itself, the Party-state's relation with succeeding youth cohorts and for the integration of Chinese society. The author employs the life course approach of sociology to explore the relations between the Party-state and youth in China. (DÜI-Sen)

The thirst for quality in teacher education has been a developmental agenda of all developed and developing countries of the world as teacher education plays vital role in reforming and strengthening the education system of any country. Since government has failed to respond quickly to the demand of changing society and aspirations of individuals and learners, there has been a mushroom growth of private teacher education institutions to meet such needs and aspirations. In the last one decade the number of teacher education colleges has enormously expanded. However in the name of quality education, those institutions collects heavy capitation fee from the students, studies conducted by Ravi, 2015; Shankar, 2016: Mahanwar and Rajavi (2012) support this proposition. As there is a high demand of teacher education courses in India and since the government has failed to provide teacher education to the needy learner, many deserving students are not able to enrolled themselves in private teacher education colleges due to heavy capitation fee and non-deserving students are enrolled themselves to get a certificate for the purpose of job only. This paper aim to examine the impact of privatisation with its factors, challenges and major concern of teacher education by analysing different research studies, books, reports, policies, programmes and practices of teacher education in India.

The main objectives of VIRQUAL are to help educational and training institutions to (a) achieve Virtual Mobility, and (b) guarantee EQF implementation through eLearning. VIRQUAL promotes cooperation and joint work among partner organisations and links with related initiatives. Since summer 2010 the consortium has concentrated in three tasks including the preparation of webinars that will take place in during 2011.Task 1: eLearnig and EQF: a comprehensive analysis of the EQF implementation in Europe compiling 32 country reports on EQF/NQF implementation, at levels 5 to 8 has been collected. Additionally, the situation of e-learning in what concerns legislation and practice in each of the 32 countries was also reported. The analysis of the information pack will allow access to updated information on EQF, recognition of competences and e-learning legislation by country as a consulting instrument.Task 2: Three webinars, each one with one expert invited speaker on the general theme of e-learning and EQF followed by an online discussion with the participants and with the participation in other dissemination events.Task 3: How can we support teachers and curriculum developers defining, writing, or choosing high quality learning outcomes? How can we contribute to a global architecture of learning outcomes/competences? What is a useful classification system for learning 0utcomes/competences? The means to answer these questions is a web-based data base, the ILO repositorywww.learning-outcomes.net. One of the fundaments of its data structure is the classification of learning outcomes according to EQF which distinguishes knowledge, skills and competences.

Prepared for the use of the Committee on Education and Labor ; At head of title: Committee print ; Mode of access: Internet.