Developments in Higher Education (Education in a Competitive and Globalizing World)

✍ Scribed by Mary Lee Albertson

• Publisher: Nova Science Pub Inc
• Year: 2010
• Tongue: English
• Leaves: 241
• Series: Education in a Competitive and Globalizing World
• Category: Library

✦ Synopsis

This important book presents the latest research from around the globe on the developments in higher education in areas such as interteaching, the socio-economic demand for higher education, improving visual teaching materials, online learning, anthropology of education, etc. The phenomenal expansion of higher education systems in the second half of the twentieth century has resulted in an interest in the factors influencing the decision of young people to pursue tertiary education. The demand for higher education is commonly considered to be subject to a great number of influences, the most important of which fall under the following categories of variables: social/familial, psychological/individual, economic/occupational, and structural/institutional.

✦ Table of Contents

DEVELOPMENTS IN
HIGHER EDUCATION......Page 3
CONTENTS......Page 9
PREFACE......Page 11
ABSTRACT......Page 17
INTRODUCTION......Page 18
WHAT IS VISUAL LITERACY AND HOW DO WE TEACH IT?......Page 19
THE BALANCING ACT BETWEEN THEVISUAL , VERBAL AND WRITTEN......Page 21
THE BALANCING ACT BETWEEN WHAT TO LEAVEAND WHAT TO REMOVE......Page 23
VISUAL LITERACY AND MEMORY......Page 24
SEMANTIC CUES AND MEMORY RETRIEVAL......Page 26
EXPERT-NOVICE DIFFERENCESIN UNDERSTANDING VISUAL MATERIAL......Page 28
RECOGNIZING STUDENTS DIFFERENTVISUAL LITERACY LEVELS......Page 29
LEARNING STYLE MODELS DEFINED......Page 30
KEY LEARNING STYLE MODELS......Page 31
VAK AND VARK LEARNINGMODALITY-SPECIFIC MODELS......Page 32
Research Aim......Page 33
Test 2 – Assessing Visual Literacy......Page 34
Stimulus Sampling Process......Page 35
Data Analysis: F-Sort Results......Page 36
Q-Sort Results......Page 37
Patterns of Similarity and Difference:Visual Literacy Levels and Learning Modality......Page 39
STUDY CONCLUSION AND DISCUSSION......Page 40
SUGGESTIONS FOR IMPROVING STUDENTS
LEARNING OF VISUAL MATERIAL......Page 41
REFERENCES......Page 45
ABSTRACT......Page 53
INTRODUCTION......Page 54
INTRODUCING “INTERTEACHING”......Page 55
Course Preparation......Page 56
At the Start of Class......Page 57
Clarifying Lectures......Page 58
RESEARCH ON INTERTEACHING......Page 59
Preparation Guides......Page 60
Interteaching Discussion and Report......Page 62
Clarifying Lectures......Page 64
Student Perceptions of Preparation Guides......Page 65
Student Perceptions of Interteaching Discussion and Report......Page 66
GETTING STARTED: TIPS FOR WRITINGTHE PREPARATION GUIDE......Page 67
Beginner Questions: Facts and Definitions......Page 68
Questions that Generate Discussion: Convergent vs. Divergent......Page 69
IS THE WHOLE GREATER THAN THE SUM OF ITS PARTS?......Page 70
REFERENCES......Page 71
ABSTRACT......Page 75
INTRODUCTION......Page 76
TEACHERS’ PROFESSIONAL KNOWLEDGEOF SOCIAL STUDIES TEACHING......Page 77
TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT......Page 79
SCHOOL KNOWLEDGE IN SOCIALSTUDIES EDUCATION PROGRAMMES......Page 80
TEMPORAL NOTIONS: THE CONTENT KNOWLEDGE ANDPEDAGOGICAL CONTENT KNOWLEDGE OFPRIMARY TEACHER TRAINEES......Page 82
NOVICE TEACHERS’ CONCEPTIONS OF THE MEANINGOF HERITAGE AS AN ELEMENT IN THE CONSTRUCTION OF IDENTITY......Page 84
A STUDY OF TRAINEE PRIMARY TEACHERS’ CONCEPTIONSOF TEACHING AND THEIR TRAINING IN RESPECT OFCONTEMPORARY AND HISTORICAL SOCIETIES......Page 86
A STUDY OF TRAINEE TEACHERS’ CONCEPTIONSOF THE EDUCATIONAL USE OF MUSEUMS......Page 90
CONCLUSION......Page 93
REFERENCES......Page 94
INTRODUCTION......Page 97
THEORETICAL BACKGROUND......Page 98
DIFFERENT THEORETICAL GUIDELINES FOR THE DESIGN OF(PEDAGOGICAL) COLLABORATION SCRIPTS......Page 99
Participants......Page 101
Data Analysis......Page 102
RESULTS......Page 103
Uncompelled Collaboration......Page 105
Challenge of Reaching Cognitive Conflict andComplementary Knowledge Construction......Page 106
CONCLUSION......Page 107
REFERENCES......Page 109
ABSTRACT......Page 117
INTRODUCTION......Page 118
Social/Familial Factors......Page 119
Psychological/Individual Factors......Page 120
THE BACKGROUND......Page 121
METHODOLOGY......Page 122
Descriptive Statistics......Page 124
Logistic Regression Analysis......Page 125
Students’ Comments on Demand-Influencing Factors......Page 126
CONCLUSION......Page 130
REFERENCES......Page 132
INTRODUCTION......Page 135
JOURNAL WRITING AS A REFLECTIVE ACTIVITY......Page 136
How Journal Writing Supports Reflection......Page 137
Journal Writing in Online Learning Environments......Page 138
COLLABORATIVE PEER DISCUSSIONS TO SUPPORT REFLECTION......Page 139
Peer Discussion to Support Knowledge Construction and Reflection......Page 140
Format of Discussion......Page 141
Self-Report Survey......Page 142
Content Analysis of Written Discourse......Page 143
REFERENCES......Page 144
ABSTRACT......Page 151
1. INTRODUCTION......Page 152
2. BACKGROUND......Page 153
3. EASY JAVA SIMULATIONS FUNDAMENTALS......Page 154
4.1. Hardware Components......Page 155
4.2. Software Architecture......Page 156
4.3. Communication Protocols......Page 157
5.1. The Virtual Laboratory......Page 158
5.2. Remote Capabilities......Page 159
6.1. Model Correlation......Page 161
6.2. Transmission Delay Issues......Page 162
7.1. Off-Line Programming Experiment......Page 163
7.2. Remote Path Planning Experiment......Page 166
ACKNOWLEDGMENT......Page 168
REFERENCES......Page 169
ABSTRACT......Page 171
INTRODUCTION......Page 172
Self-Efficacy Scale in English Language Teaching......Page 174
Dimensions of Self-Efficacy in English Language Teaching......Page 175
Two Empirical Subscales of Self-Efficacy in English Language Teaching......Page 176
Group Differences in Self-Efficacy in English Language Teaching......Page 177
DISCUSSION......Page 178
REFERENCES......Page 181
INTRODUCTION......Page 185
I. ANTHROPOLOGY OF EDUCATION:
CONCEPT AND ITS DEVELOPMENT......Page 186
II. THE DEVELOPMENT OF ANTHROPOLOGYOF EDUCATION IN CHINA......Page 187
Concept Definition, Subject Character and the Discussionon “Anthropology of Education” and “Ethnic Education”......Page 189
Localized Research on Anthropology of Education......Page 190
Introduction of Educational Ethnography Methodsand Research Progress of Localization......Page 191
2. Multi-Cultural Education Theory and Its Research......Page 192
4. Research on Cultural Transmission and BilingualEducation in Multinational State......Page 193
IV. CONCLUSION......Page 195
REFERENCES......Page 196
ABSTRACT......Page 199
1. Outcome Expectation and Efficacy Expectation......Page 200
3. Self-Efficacy of Patients with Medical/Dental Diseases......Page 201
2. Reliability and Validity of SESS......Page 202
1. Subjects......Page 203
3. Results and Discussion......Page 204
ENHANCEMENT OF SELF-EFFICACY FOR ORAL CARE......Page 205
Step 3: Increasing Behavior Awareness......Page 206
2. Subjects......Page 207
4. Result and Discussion......Page 208
REFERENCES......Page 210
ABSTRACT......Page 213
THEORETICAL FUNDAMENTS......Page 214
PEER EVALUATION BASIS......Page 215
RUBRICS IN PEER EVALUATION......Page 216
HOW TO DEVELOP A RUBRIC......Page 217
First Step: Read the Document and Interview the Authors......Page 218
Third Step: Group Meeting to Assess the Other Groups......Page 219
CASE STUDY: RUBRICS FOR SOFT SKILLSPEER EVALUATION......Page 220
CASE STUDY: CALIBRATED PEER REVIEW (CPR)......Page 221
REFERENCES......Page 223
ABSTRACT......Page 225
MATERIALS AND METHODS......Page 226
RESULTS......Page 227
REFERENCES......Page 228
INDEX......Page 231