关键词： bilingual education   Content and language integrated learning (CLIL)   pedagogies   the Netherlands  

摘要： In the past two decades, content and language integrated learning (CLIL) has seen a surge in uptake, especially in European schools offering forms of bilingual education. This article reports a study investigating practitioner and specialist perceptions about the goals and practices of CLIL in the Netherlands, one of few countries where CLIL provisions are highly institutionalized at the national level. To investigate these stakeholders’ perceptions about ideal CLIL pedagogies in an in-depth way, semi-structured interviews were held with seven CLIL practitioners and nine CLIL specialists. Inductive content analysis of the interview transcripts identified four themes relating to stakeholders’ perceptions of ideal CLIL pedagogies: (1) Meta-goals; (2) Teaching resources; (3) Student output; and, (4) Feedback and assessment. The most important themes and sub-themes for each group are discussed in detail. In addition to providing a rich picture of ‘ideal’ CLIL pedagogies by key stakeholders in the Netherlands, the results also showed that, despite the level of institutionalization of CLIL in the Netherlands, specialist and practitioner perceptions of ideal CLIL pedagogies seem not to be fully aligned. The implications for teacher-education and CLIL policy in the Netherlands and other contexts are discussed.

摘要： I am just starting my career as a cancer biologist, but I have always been a Black man in America. This means that I have always inhabited a world that generally disregarded my existence in some form or another. It is June 17th, 2020 and protests have been happening for weeks since the killing of George Floyd in Minneapolis. The current state of America may be uneasy for some, but for many Americans, the looming threat of exclusion and violence has been an unwelcome companion since birth. This letter is not about a single person, but the Black academic's experience of race inside and outside of the academy during a time of social upheaval. I have trained in a variety of institutions, big and small, and all the while acutely aware of the impact of my Blackness on my science. The intent of the following is to provoke the reader to reflect on how we as a nation can move toward radically positive change and not incremental adjustments to the status quo. The views expressed are my own and are the result of years of personal experience observing the anti-Black standard in America.

关键词： Disciplines   boundaries   metaphors   physical education   sport pedagogy   kinesiology  

摘要： Acknowledging differences in contexts, the purpose of this paper considers how physical education and sport pedagogy (PESP), while maintaining our collective identity, can most effectively develop a capacity to engage with academic and institutional changes in productive, proactive ways. This, we contend, entails considering extending the groups or communities in which PESP is represented to increase the potential to access substructures with other academic communities. We have chosen a metaphor to frame this work, acknowledging that metaphor can often open-up new ways to view a specific aspect or phenomenon that has been conceived in a common, or perhaps static way. Worked examples of the metaphor are presented from an Irish and Canadian perspective and implications of these examples pose possible ways forward.

关键词： Academic writing   publishing   writing pedagogies   collective editing  

摘要： For postgraduate students and early career academics, the pressure to publish can be acute because gaining, and keeping, an academic job depends on producing publishable writing. As these pressures affect more scholars globally, there is increased demand for innovative pedagogies to support writers' development. In this study, students from a 'writing for publication' course identified a collective editing pedagogy as innovative and effective. In Vygotsky's terms, the process of collectively editing while viewing the consequences on a big screen, provided opportunities for students to observe each other's mental processes as they articulated and externalised their thinking to clarify meaning. The public and collective nature of the pedagogy is examined from students' perspectives, gathered primarily via interviews. Key principles and practices are identified to inform adaptation of the pedagogy for other sociocultural contexts. The collective editing pedagogy supports postgraduates and early career staff in the challenging task of crafting publishable writing.

关键词： Workplace learning   Adult learner   Applying case-based instruction   Case-based instruction   Current   future skills   Integrative pedagogy  

摘要： Purpose The purpose of this study is to advance the proposition that organizations involved with training of employees should make. First, CBI is linked to skill development areas recognized as high value in the contemporary and future workplace such as analysis, problem-solving and soft skills such as active listening, collaboration and compromise. A second linkage is to an emerging, tested model of integrative pedagogy (IP) focused on improving workplace learning for adults. Design/methodology/approach Reviews were completed of empirical literature and expert opinion from three different domains: current and future skills needs, IP for adult learners and CBI. Review information was analyzed and incorporated into a proposal. Findings Identified are some of the current and projected employee skill needs in the increasingly complex digital work place. Explained are features of IP as well as how the features help advance a learning environment for adults. The authors explain the application of CBI and how it meshes with IP to leverage workplace learning of needed current and future skills. Practical implications There is sufficient information presented to enable a practitioner with little experience with CBI to apply the approach with employees. This can be especially helpful if the training objectives involve critical thinking, strategy formulation, communicating ideas, teamwork and related areas. Originality/value Much has been written about skills needs for current and future scenarios, and about the efficacy of CBI. Yet there are few attempts at tying the skills needs with pedagogical theory and the delivery of instruction that engages many skill needs. This paper helps address this gap.

关键词： Benefits   implementation   MBA   online education  

摘要： This study is a road map for effectively teaching online MBA courses. Using a case study approach, the authors describe the process in detail, in an online MBA course, titled, "Business in a Global Economy - The BRICS nations," which can be successfully implemented in other online MBA courses. The benefits to the key stakeholders from online programs - students, faculty, university, and the community - are highlighted in the study as well. Finally, the challenges for these stakeholders are presented.

关键词： Critical pedagogy   film studies   research-based learning   student research   agency   qualification   socialization   subjectification  

摘要： This article describes a project titled Mapping Contemporary Cinema (MCC) that forms part of the final year undergraduate curriculum in a film studies programme at a UK Russell Group university. The project is a distinct and innovative synthesis of critical pedagogy with research-based learning and is here considered in the light of Gert Biesta's educational thinking. The article first glosses the concepts of critical pedagogy and research-based learning, and how they relate to Biesta's work. There follows a description of the setting up of the project and an account of its development and execution between 2011 and 2017;this description continues to call on Biesta and is interspersed with discussion of practical and theoretical issues stemming from the blending of the two approaches. The article concludes that critical pedagogy and research-based learning are complementary and share commonalities, especially a concern with generative learning.

关键词： 专业标准   学前教育学   混合式教学  

摘要： 随着教育信息化进程的推进,混合式教学成为高校教师教学改革的着力点。在学前教育学课程混合式教学改革中,应结合《幼儿园教师专业标准(试行)》中规定的专业知识、专业能力和专业理念与师德3个维度确定课程目标,重构课程内容,并根据具体内容进行有侧重性的设计。基于专业标准的学前教育学混合式教学设计,有助于提升课程质量,进而提高学前教育专业的育人质量。

关键词： 教育信息化   合作网络   研究热点   研究前沿   Cite Space  

摘要： 以"教育信息化"为主题,在中国知网(CNKI)数据检索平台上对收录的37种教育学类CSSCI来源期刊论文进行检索,整理获得1142篇有效学术文献。运用文献计量法,采用Excel和CiteSpace文献可视化软件进行分析,发现2010-2019年间,教育信息化研究文献量整体呈上升趋势,保持较高的研究热度;共有29种期刊发表了教育信息化主题的论文,其中教育技术类核心期刊《中国电化教育》和《电化教育研究》发文量具有绝对优势,占到总发文量的64.18%。作者和机构合作网络已基本形成,师范类高校是主要的学术产出机构。研究热点主要集中在(基础、高等、职业、农村等)教育信息化、智慧教育(校园)、"互联网+"、大数据、信息化教育教学(领导力)、教育信息化2.0、教育变革、教育公平、教师专业发展、信息素养、mooc(翻转课堂)等;信息化领导力、"互联网+""互联网+教育"、教育现代化、智能教育、供给侧改革、人工智能、教育信息化2.0、核心素养等是当下的研究前沿。

关键词： 浙江大学学报   人文社会科学版   国家社会科学基金   学术刊物   交叉学科   理论学科   资助项目   教育学  

摘要： 《浙江大学学报(人文社会科学版)》是经中华人民共和国新闻出版广电总局批准,由教育部主管、浙江大学主办的面向国内外公开发行的人文社会科学类综合性学术刊物,每年出版六期。本刊内容涉及文学、历史学、哲学、政治学、经济学、法学、教育学、管理学等学科,在保持和发扬文史优势的同时,注重加强理论学科、应用学科、新兴学科和交叉学科的研究,尤其注重刊发国家社会科学基金资助项目和省部级以上基金资助项目的论文,在国内外有较大影响。