1,720,986 research outputs found
Trends of education for gifted and talented in England and Wales : A case study of Reading School
No full textSince it came to power in 1997, the British labour government has tried to establish a national policy to assist gifted and talented children especially in the areas of disadvantage. Recently major developments were made in implementing the G&T strand under the project of 'Excellence in Cities' initiative. Through programs like Master-classes or Summer Schools, state maintained schools have also been involved in various types of G&T activities. This paper then discusses the recent trends of G&T education in the public sector. Reading School, in a case study, is a selective grammar school for boys offering G&T education for all the pupils. Achievements of pupils in the national test are exceptionally high and the school was placed in the top five per cent of schools nationally. The curriculum of the school has a grater range of subjects and allows for a deeper exploration of students in the enrichment program. These selective grammar schools, like Reading School, play an important role in offering choices for parents in the national structure of education for G&T providing the highest quality of education without charging any tuition fees
Educational Demography of Malaysian Chinese and Its Historical Development Under the Globalizing Academic Network
Get PDFVision School Project : An Experiment of Racially Semi-integrated Primary Schools in Malaysia
Get PDFGoing Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The Role of Indian Schools in Japan: Focusing on IISJ and GIIS
No full text本論文は東京にある2校のインド系学校に着目し、その特徴について調べることで、日本に在住するインド人にとってインド系学校がどのような役割を果たしているのかということとインド系学校が、日印関係の架け橋となる人材に育つ場となる可能性について考察することを目的としている。2校のインド系学校は提供されているカリキュラム、選択できる言語の科目の豊富さ、保護者のコミュニティ形成の場といった面で共通点を有している。一方、カリキュラムの選択肢の数、保護者に対するメリットの有無、インドと日本とのつながりを持つことができるような活動における異なる活動といった面で相違点を有している。それぞれのインド系学校が在日インド人に対してこれらの共通点や相違点にかかわる面で、役割を果たしている。さらに、2校のインド系学校が提供する機会を通して、そこで学ぶ子どもたちが将来、日印関係の架け橋となる人材に育つことが期待できる。This paper aims to clarify the roles played by Indian schools for Indian people living in Japan and the potential of Indian schools for developing human resources to maintain good relations between Japan and India in the future. Two Indian schools, India International School in Japan and Global Indian International School, have some characteristics in common with regard to the curricula provided by these schools, abundant options of language subjects and opportunities for parents to build communities. On the other hand, the two Indian schools have some differences with regard to the number of choices in the curriculum, advantages for parents, and different activities in terms of activities that help children to connect India and Japan. Each of these Indian schools plays a role for Indian people living in Japan in respect to these common and different features. Furthermore, it is expected that children who study at Indian schools will be future human resources to maintain good relations between Japan and India in the future
<Special Papers>Disaster Relief Volunteer Programs by Universities for the Great East Japan Earthquake in 2011 and Dispute over Awarding Credits
No full textMany university students were sent to the affected areas of the Great East Japan Earthquake in 2011 as disaster relief volunteers. Some universities gave special consideration over the volunteer leave of students or introduced programs to encourage them to join these activities. Apart from expected contributions to the people in the affected areas, educational side effects for students' personal development etc. were also recognized in many programs. On the other hand, a question was raised whether it is appropriate to award credits (benefits) to the students who finished these purely charitable activities. This paper tries to discuss implications of these programs, and consider whether or not universities should officially be involved with such volunteer activities, and studies the meaning of volunteer work as part of university education
A Comparative Study on Moral Education Approaches in China and Japan : Students' Initiatives Observed in the National Curricula and Classroom Practices
No full textこの論文は国立情報学研究所の学術雑誌公開支援事業により電子化されました。Although both China and Japan have been classified as the countries that have introduced secular moral education as values education subjects in formal schooling, wide gaps exists in their ideologies, approaches and methodologies of teaching morality. Owing to globalization and influx of external values in schools, two countries addressed this issue with drastic revisions of curricula of moral education but not to the same direction. After reviewing the changes brought into new National Curricula and educational guidelines in China and Japan in 2002, the paper examined the impact of these revisions on the teaching strategies and methodologies of teachers in primary schools as well as on the students' attitudes in moral classes. Comparative analyses were made between the countries, theories and practices, on the students' initiatives encouraged by the new strategies such as the student-centered, problem-based, and open-ended questioning approaches
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