Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at th...Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.展开更多
Background： As the deep influence of traditional medical education, many undergraduate nursing colleges and universities in China still keep the traditional disease-focused curriculum system. However, it became outda...Background： As the deep influence of traditional medical education, many undergraduate nursing colleges and universities in China still keep the traditional disease-focused curriculum system. However, it became outdated as the Chinese high nursing education developed. Meanwhile, the increasing demand of nursing human resources stimulates the enrollment expansion of colleges. All of these bring more difficulties and opportunities for nurse educators who are endeavoring to reform the undergraduate curriculum. Methods： The authors retrospectively reviewed the related literature, illustrated the existing challenges and opportunities during the curriculum renewal process in China. This paper also analyzed the ten- dencies of Chinese baccalaureate curriculum innovation. Results： Chinese current undergraduate nursing curriculum has larger proportion of basic medical courses, which brings great challenge for nursing educators. In the meantime, the expansion of enroll- ment brings conflicts with existing nursing education resources in China. Integration, humanization, internationalization and diversification are main tendencies leading the future nursing curriculum innovation in China. Conclusions： The more effective teaching innovations in the nursing education system are in great demand.展开更多
In response to the increasing level of unemployment and the recent global trend of shifting individual economy prosperity from jobs to entrepreneurship and in the quest for fulfillment of the national goals of providi...In response to the increasing level of unemployment and the recent global trend of shifting individual economy prosperity from jobs to entrepreneurship and in the quest for fulfillment of the national goals of providing effective and self-reliant citizens,the revised National Policy on Education introduced 34 new entrepreneur/vocational subjects from which every student is mandated to pick one subject with the hope that she/he may practically apply as sustainable trade for self-reliance and possible personal economic prosperity.The educational administrators and managers at school level are further mandated to ensure a successful implementation of the curriculum.This study evaluates the curriculum 2007 using a census survey approach.Specifically,the most offered trade/entrepreneurship subjects were identified using a validated researcher made inventory and the questions of whether the subjects are relevant to the students’aspirations,the level of practical application of the trade learnt,and the level of quality of teachers handing the vocational subjects were examined through the administration of the instrument to 4,900 senior secondary school graduates,1,400 teachers,and 350 principals and directors in North-Western Nigeria.The study found four most prevalent subjects offered to be animal husbandry and fisheries,and it was also found that 71%of the teachers teaching the vocational subjects are not qualified to teach the subjects and the 71%of the students are not willing to practice the vocation learnt as trade.Among other things,complete revisiting of the curriculum 2007 was recommended where the subjects will be reduced from 34 to 10 through merger of many related subjects,and subjects like fisheries and animal husbandry should be merged with agriculture and the subject made compulsory.展开更多
Nowadays, language education has become increasingly focusing on the potential roles that portfolios play in language learning and teaching. However, most of the literature review tackled the implementation issues of ...Nowadays, language education has become increasingly focusing on the potential roles that portfolios play in language learning and teaching. However, most of the literature review tackled the implementation issues of portfolios in the language classroom and lacked of information about the ELP （European Language Portfolio） Project. In Europe, the CE （Council of Europe） promoted a series of projects for the coming of lifelong learning era. Among these projects, the CEFR （Common European Framework of Reference） and ELP projects, are two most prominent language projects in facilitating lifelong learning language. As a matter of fact, the language scholars in Taiwan are much familiar with CEFR than ELP. It is because that Taiwan Residents Ministry of Education used the CEFR as a reference framework of English proficient assessment in Taiwan. Howev experience of language learning that is founded on the principles of enhancing er, life the ELP Project provides an long learning, flexibility, and learner autonomy. This research includes two stages. During the first stage, this research aims to incorporate ELP to construct the WLP （Web-Based Language Portfolio） in Taiwan. The second stage research used the action research to examine the effects and challenges faced in the authentic Taiwan Residents EFL settings. Three teachers and 220 students participated in this research and practiced this WLP constructed from the first stage research. As a result, the research results can help to understand the process of practicing the WLP in Taiwan, and will fill the gaps by providing the outcomes for international comparison展开更多
1.INTRODUCTION The R.W.Kern Center In 2016 the R.W.Kern Center became Hampshire College’s first new building in 40 years(Figure 1).Located at the heart of the Hampshire College campus,the R.W.Kern Center is a multi-p...1.INTRODUCTION The R.W.Kern Center In 2016 the R.W.Kern Center became Hampshire College’s first new building in 40 years(Figure 1).Located at the heart of the Hampshire College campus,the R.W.Kern Center is a multi-purpose facility intended to embody a high threshold of for-ward-thinking sustainable design:generating its own energy;capturing and treating its own water;and processing and recycling its waste.Its design also embodies a broader definition of“green”building,prioritizing non-toxic materials,local and ethical prod-ucts,and principals of biophilia and natural beauty.Th e new building,which includes classrooms,offices,and a community caféand gallery,serves as a primary entry point to the campus and was designed to engage prospective students as well as provide community space.In the spring of 2018,the Kern Center became the 17th building to be certified and meet the Living Building Challenge(LBC)(International Living Future Institute,2018a)after a year of post-occupancy performance verification.At 17,000 square feet,it is the largest Living Building on a higher education campus and considering the relatively small size of the college(~1300 students)it showcases Hampshire College’s substantial commitment to sustainable design and development.The Living Building Challenge A program of the International Living Future Institute,the Living Building Challenge is a building certification system and sustainable design framework for creating built environments that have a positive impact on people and the environ-ment(International Living Future Institute,2018a).The Challenge is organized into seven performance areas covering different aspects of holistic sustainable design:place,water,energy,health+happiness,materials,equity,and beauty.In order to achieve“Living”status,projects must fulfill all imperatives in each of these categories.Hampshire College Hampshire College is an innovative private college in Amherst,Massachusetts.Th e academic program is highly dynamic and interdisciplinary,emphasizing an inquiry-based and learner-centered liberal arts education.Students are empowered to think,discover,advocate,and build essential skills through an individualized divisional system utilizing portfolios,narrative evaluations,and self-reflection.Th e College’s motto,Non Satis Scire(To Know is Not Enough),is a call to action for students,as well as the institution.It is not enough for colleges and universities to merely educate students on issues of sustainability or environmental and social justice;Hampshire College has the added responsibility of applying this knowledge in all of its opera-tions.Th e R.W.Kern Center embodies the commitment to environmental sustain-ability at Hampshire and is a powerful example of the dynamic role sustainable design can play in educating the next generation of sustainability leaders.展开更多
文摘Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.
基金funded by Guangxi Higher Education Reform Project(No.2015JGB332 and No.2017JGB329)
文摘Background： As the deep influence of traditional medical education, many undergraduate nursing colleges and universities in China still keep the traditional disease-focused curriculum system. However, it became outdated as the Chinese high nursing education developed. Meanwhile, the increasing demand of nursing human resources stimulates the enrollment expansion of colleges. All of these bring more difficulties and opportunities for nurse educators who are endeavoring to reform the undergraduate curriculum. Methods： The authors retrospectively reviewed the related literature, illustrated the existing challenges and opportunities during the curriculum renewal process in China. This paper also analyzed the ten- dencies of Chinese baccalaureate curriculum innovation. Results： Chinese current undergraduate nursing curriculum has larger proportion of basic medical courses, which brings great challenge for nursing educators. In the meantime, the expansion of enroll- ment brings conflicts with existing nursing education resources in China. Integration, humanization, internationalization and diversification are main tendencies leading the future nursing curriculum innovation in China. Conclusions： The more effective teaching innovations in the nursing education system are in great demand.
文摘In response to the increasing level of unemployment and the recent global trend of shifting individual economy prosperity from jobs to entrepreneurship and in the quest for fulfillment of the national goals of providing effective and self-reliant citizens,the revised National Policy on Education introduced 34 new entrepreneur/vocational subjects from which every student is mandated to pick one subject with the hope that she/he may practically apply as sustainable trade for self-reliance and possible personal economic prosperity.The educational administrators and managers at school level are further mandated to ensure a successful implementation of the curriculum.This study evaluates the curriculum 2007 using a census survey approach.Specifically,the most offered trade/entrepreneurship subjects were identified using a validated researcher made inventory and the questions of whether the subjects are relevant to the students’aspirations,the level of practical application of the trade learnt,and the level of quality of teachers handing the vocational subjects were examined through the administration of the instrument to 4,900 senior secondary school graduates,1,400 teachers,and 350 principals and directors in North-Western Nigeria.The study found four most prevalent subjects offered to be animal husbandry and fisheries,and it was also found that 71%of the teachers teaching the vocational subjects are not qualified to teach the subjects and the 71%of the students are not willing to practice the vocation learnt as trade.Among other things,complete revisiting of the curriculum 2007 was recommended where the subjects will be reduced from 34 to 10 through merger of many related subjects,and subjects like fisheries and animal husbandry should be merged with agriculture and the subject made compulsory.
文摘Nowadays, language education has become increasingly focusing on the potential roles that portfolios play in language learning and teaching. However, most of the literature review tackled the implementation issues of portfolios in the language classroom and lacked of information about the ELP （European Language Portfolio） Project. In Europe, the CE （Council of Europe） promoted a series of projects for the coming of lifelong learning era. Among these projects, the CEFR （Common European Framework of Reference） and ELP projects, are two most prominent language projects in facilitating lifelong learning language. As a matter of fact, the language scholars in Taiwan are much familiar with CEFR than ELP. It is because that Taiwan Residents Ministry of Education used the CEFR as a reference framework of English proficient assessment in Taiwan. Howev experience of language learning that is founded on the principles of enhancing er, life the ELP Project provides an long learning, flexibility, and learner autonomy. This research includes two stages. During the first stage, this research aims to incorporate ELP to construct the WLP （Web-Based Language Portfolio） in Taiwan. The second stage research used the action research to examine the effects and challenges faced in the authentic Taiwan Residents EFL settings. Three teachers and 220 students participated in this research and practiced this WLP constructed from the first stage research. As a result, the research results can help to understand the process of practicing the WLP in Taiwan, and will fill the gaps by providing the outcomes for international comparison
文摘1.INTRODUCTION The R.W.Kern Center In 2016 the R.W.Kern Center became Hampshire College’s first new building in 40 years(Figure 1).Located at the heart of the Hampshire College campus,the R.W.Kern Center is a multi-purpose facility intended to embody a high threshold of for-ward-thinking sustainable design:generating its own energy;capturing and treating its own water;and processing and recycling its waste.Its design also embodies a broader definition of“green”building,prioritizing non-toxic materials,local and ethical prod-ucts,and principals of biophilia and natural beauty.Th e new building,which includes classrooms,offices,and a community caféand gallery,serves as a primary entry point to the campus and was designed to engage prospective students as well as provide community space.In the spring of 2018,the Kern Center became the 17th building to be certified and meet the Living Building Challenge(LBC)(International Living Future Institute,2018a)after a year of post-occupancy performance verification.At 17,000 square feet,it is the largest Living Building on a higher education campus and considering the relatively small size of the college(~1300 students)it showcases Hampshire College’s substantial commitment to sustainable design and development.The Living Building Challenge A program of the International Living Future Institute,the Living Building Challenge is a building certification system and sustainable design framework for creating built environments that have a positive impact on people and the environ-ment(International Living Future Institute,2018a).The Challenge is organized into seven performance areas covering different aspects of holistic sustainable design:place,water,energy,health+happiness,materials,equity,and beauty.In order to achieve“Living”status,projects must fulfill all imperatives in each of these categories.Hampshire College Hampshire College is an innovative private college in Amherst,Massachusetts.Th e academic program is highly dynamic and interdisciplinary,emphasizing an inquiry-based and learner-centered liberal arts education.Students are empowered to think,discover,advocate,and build essential skills through an individualized divisional system utilizing portfolios,narrative evaluations,and self-reflection.Th e College’s motto,Non Satis Scire(To Know is Not Enough),is a call to action for students,as well as the institution.It is not enough for colleges and universities to merely educate students on issues of sustainability or environmental and social justice;Hampshire College has the added responsibility of applying this knowledge in all of its opera-tions.Th e R.W.Kern Center embodies the commitment to environmental sustain-ability at Hampshire and is a powerful example of the dynamic role sustainable design can play in educating the next generation of sustainability leaders.
