557 Slices
Medium 9781475816433

SWOT Analysis on Educational Systems on the Two Sides of the Taiwan Strait

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

I-Ming Wang and Chich-Jen Shieh

It was an important, historic phenomenon for Taiwan to separate from mainland China in 1949. Mainland China and Taiwan were originally a unified country, using the same language and same alphabet characters. Now there are still similarities in many aspects; the differences are primarily governmental. Taiwan has become more Westernized and more developed in many ways. For instance, Taiwan is generally more affluent and open to Western influences.

But Taiwan has been alienated from mainland China for so long that discrepancies have developed in many areas. Two major differences lie within economics and mind-sets. A serious problem has been with some of mainland China’s various policies. With different social environments, the higher educational systems on the two sides have gradually become different. The development of higher education is closely related to a nation’s power, especially in an era of globalization and knowledge economy. Because of the antagonistic situation that has always existed between the two sides, the system of cooperation and the exchange of ideas for higher education have encountered difficulties. However, since the end of 2001, with both sides successively entering the World Trade Organization (WTO), both are confronted with the trends of the world. In such circumstances, how can communication and cooperation be facilitated between the international community and both sides as higher education becomes an important issue?

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Medium 9781475816457

Girls’ Education in the United States and Ghana

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Elizabeth K. Davenport, Lenford Sutton, and Clement Kwadzo Agezo

UN Secretary-General Kofi Annan (2000) delivered a speech at the World Education Forum in Dakar, Senegal, stating that, of the 110 million children in the world who should be in school but are not, two-thirds are girls. The lack of equality is contrary to the Universal Declaration of Human Rights, adopted in 1948, in which governments committed to the right to a free education to everyone at the elementary level. For the worldwide female population, the denial of the right to a free education is a double blow. In their daily lives, girls are often denied the equal rights of men and women as proclaimed in the UN Charter, which means, for most of the world’s women, a life of poverty. Annan stated that no development strategy is better than one that involves women as central players. According to the secretary-general, the immediate benefits include nutrition, health, family savings and investment, the community, and the nation. Educating girls is a social policy that has a long-term investment because it yields high returns.

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Medium 9781475816303

Change Dilemmas for Classroom Teachers: Curriculum Reform at the Classroom Level

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

John D. Flett and John Wallace

Classroom teachers are generally at the forefront of curriculum reform and hold in their hands the ultimate success and impact of reforms. However, they tend to have little faith in educational theories (Hargreaves, 1984), and teacher traditions and expectations can affect the ability of teachers to deal with change (Louden, 1991). Attitudes acquired by teachers during their training (Brady, 1996), and ownership, involvement, and a sense of meaning have important implications for successfully introducing curriculum innovations (Hargreaves, 1992).

In 1993 the Victorian Department of Education (DoE) began the process of implementing a major statewide curriculum reform in response to a national curriculum framework. The national initiative had a number of implications for teachers; the first implication was that government schools around the nation would eventually be expected to change their curriculum structures to match the new framework. The second major implication was using a system of outcome statements as a basis for assessing student performance on the new curriculum. In Victoria this extended to using student results to assess school and system performance (McFarlane, 1994). Both issues had the potential to affect the way in which teaching and learning in the classroom was conducted, particularly given that there was not universal acceptance of the initiatives (Donnelly, 1993).

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Medium 9781475818505

Toward Collective Learning in Schools: Exploring U.S. and Israeli Teachers’ Perceptions of Collective Learning From Success

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Toward Collective Learning in Schools: Exploring U.S. and Israeli Teachers’ Perceptions of Collective Learning From Success

Chen Schechter

ABSTRACT: Whereas collective learning has mostly been centered on detecting and solving problems and overcoming failures, this study explores U.S. and Israeli teachers’ perceptions of the determinants of collective learning from faculty members’ successful practices. Data were collected via face-to-face interviews with 35 U.S. and 61 Israeli elementary, middle, and high school teachers. Data analysis revealed the following determinants of collective learning from successes: the management role, differing definitions of success, disciplinary division, and the learning culture. Implications for generating collective learning in schools, as well as future possible research avenues, are discussed.

It’s done informally. I think we talk about what’s gone well or what success we have had in the past. But I don’t think it is formalized. I don’t think it is something that’s used to set further directions.

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Medium 9781475816631

Adapting a Portion of the Patterns of Adaptive Learning Scales for Research in Turkish Schools

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Nuray Parlak-Yilmaz
Nükhet Çıkrıkçı-Demirtaşli

ABSTRACT: As research on achievement goals has increased, so has the number of ways to measure goal orientation. In this article, we focus on the Patterns of Adaptive Learning Scales. A translated and adapted version of a subsection known as the Teacher Scales: Perceptions of the School Goal Structure for Students is examined in terms of factorial validity, internal consistency reliability, and distributional characteristics among Turkish teachers. The results show that the Turkish version of the subsection exhibits a construct similar to that of the original; internal consistency reliability was also sufficient. In this context, the adapted version of the Teacher Scales can be used as a valid and reliable instrument in related fields in Turkey.

The poet Ralph Waldo Emerson said, “The world makes way for the man [sic] who knows where he is going.” As this implies, determination and persistence will lead an individual to success. This expression emphasizes the importance of motivation, a subject that has been studied extensively by educators and psychologists. Attitudes, motivation, and other affective characteristics are important factors in effective learning, in addition to cognitive characteristics. Today, it is widely accepted in all fields—especially, education—that motivation is a crucial factor directing the future of society (Arias, 2004; Kaplan & Maehr, 2007).

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