There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or mor...There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.展开更多
The crisis of the welfare state caused the change of the approach to the policy of social protection and the tools of its realization in countries of EU. The present trend consists in the transfer of the responsibilit...The crisis of the welfare state caused the change of the approach to the policy of social protection and the tools of its realization in countries of EU. The present trend consists in the transfer of the responsibility for the welfare of the society from the state to local autonomies, businessmen, and, first of all, people themselves. A basic assignment of the present social policy is building active attitudes of persons and families being found in a difficult situation. Help in this has to be： the realization of the watchword work instead of benefit and the broadly understood education as the protection （guarantee） against life risks. Therefore, the author undertook synthesis of the current sociological knowledge on the change of an approach to social policy objectives formulation. Using qualitative methods, she analyzed the content of literature comprising （showing） discourses on the opportunities and constraints associated with the modernization of the existing social policy and selected EU documents.展开更多
the enactment of Planning for Modem Vocational Education System （2014-2020） [[2014] No. 6 of MOE] declares the development of vocational education in China has entered a new historical stage. The development of voca...the enactment of Planning for Modem Vocational Education System （2014-2020） [[2014] No. 6 of MOE] declares the development of vocational education in China has entered a new historical stage. The development of vocational education, after being elevated to the level of national strategy, will inevitably imply that the existing resources for vocational education must be effectively integrated. To improve the quality of vocational educational institutions, enhance social service levels of vocational institutions and provide smooth career paths for professional talents, are the main goal of vocational education in the future. Since innovative education system for vocational institutions is the inevitabl choice to achieve the above development goal, to innovate the educational system by way of cooperative building of vocational education platforms is the inevitable requirement upon the development of vocational education.展开更多
文摘There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.
文摘The crisis of the welfare state caused the change of the approach to the policy of social protection and the tools of its realization in countries of EU. The present trend consists in the transfer of the responsibility for the welfare of the society from the state to local autonomies, businessmen, and, first of all, people themselves. A basic assignment of the present social policy is building active attitudes of persons and families being found in a difficult situation. Help in this has to be： the realization of the watchword work instead of benefit and the broadly understood education as the protection （guarantee） against life risks. Therefore, the author undertook synthesis of the current sociological knowledge on the change of an approach to social policy objectives formulation. Using qualitative methods, she analyzed the content of literature comprising （showing） discourses on the opportunities and constraints associated with the modernization of the existing social policy and selected EU documents.
文摘the enactment of Planning for Modem Vocational Education System （2014-2020） [[2014] No. 6 of MOE] declares the development of vocational education in China has entered a new historical stage. The development of vocational education, after being elevated to the level of national strategy, will inevitably imply that the existing resources for vocational education must be effectively integrated. To improve the quality of vocational educational institutions, enhance social service levels of vocational institutions and provide smooth career paths for professional talents, are the main goal of vocational education in the future. Since innovative education system for vocational institutions is the inevitabl choice to achieve the above development goal, to innovate the educational system by way of cooperative building of vocational education platforms is the inevitable requirement upon the development of vocational education.
