標(biāo)題: Titlebook: Academic Migration, Discipline Knowledge and Pedagogical Practice; Voices from the Asia Colina Mason,Felicity Rawlings-Sanaei Book 2014 Spr [打印本頁] 作者: 年邁 時(shí)間: 2025-3-21 20:00
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書目名稱Academic Migration, Discipline Knowledge and Pedagogical Practice讀者反饋
書目名稱Academic Migration, Discipline Knowledge and Pedagogical Practice讀者反饋學(xué)科排名
作者: QUAIL 時(shí)間: 2025-3-21 23:08 作者: KEGEL 時(shí)間: 2025-3-22 02:27 作者: Negligible 時(shí)間: 2025-3-22 07:18
978-981-10-1338-6Springer Science+Business Media Singapore 2014作者: 同音 時(shí)間: 2025-3-22 09:57
Patrick Gibert,Jean-Claude Thoenigin higher education. It discusses the rationale behind the editors’ working definition of ‘a(chǎn)cademic migrant’; the selection of the contributors; and the adoption of the Asia-Pacific region as the context of enquiry. It raises questions about perceptions of academic migrants and the part they play in作者: browbeat 時(shí)間: 2025-3-22 13:56
Patrick Gibert,Jean-Claude Thoenigbut remaining inside the global English speaking tertiary education system can be challenging but it seems even more difficult when changing countries and Universities also means teaching and publishing in a different language. This chapter will explore such challenges by looking at the different pe作者: 淡紫色花 時(shí)間: 2025-3-22 18:54 作者: Psychogenic 時(shí)間: 2025-3-22 21:52 作者: Pamphlet 時(shí)間: 2025-3-23 04:59
Sabrina Di Pasquale,Rino Ghelfits in higher education, more specifically at university. In this, their main concern has been to urge higher education teaching personnel, especially teacher educators, to create more culturally democratic learning environments for students. In so doing, Pacific educators draw on their indigenous pe作者: 勤勉 時(shí)間: 2025-3-23 07:47
https://doi.org/10.1007/0-306-47513-8ences as a researcher and teacher in physics and Māori studies. I comment upon the different worldviews and languages used in each discipline, and the difference in outlook this produces among students. I present examples of my teaching and research that draws upon the two knowledge systems. I inter作者: Corroborate 時(shí)間: 2025-3-23 11:09 作者: 變色龍 時(shí)間: 2025-3-23 17:09
https://doi.org/10.1007/0-306-47513-8e particular experience described is individual and personal, the discoveries and adjustments made can be useful to anyone who faces the experience of academic migration, or even to any teacher. Key adjustments recommended include emphasis on inquiry over information, patient attention to the indivi作者: 良心 時(shí)間: 2025-3-23 18:43
https://doi.org/10.1007/978-0-387-32462-3en he left his home country (Pakistan) to study business at Indiana University, in the United States. His experience of teaching in universities in Pakistan, Bangladesh, Sudan, Singapore, Finland and Australia in different languages provides the platform for his reflections on different cultures of 作者: Conscientious 時(shí)間: 2025-3-23 23:56
https://doi.org/10.1007/978-0-387-32462-3 journey. I trace my educational and research pathway from my schooling, university and teaching days within the highly ethnicized, stratified and political Malaysian system to my doctoral and postdoctoral work in an Australian university researching gender, ethnicity and education vis-à-vis the exp作者: 種子 時(shí)間: 2025-3-24 02:46 作者: Bronchial-Tubes 時(shí)間: 2025-3-24 06:51 作者: Irrigate 時(shí)間: 2025-3-24 13:31
https://doi.org/10.1007/978-0-387-32462-3 today, characterized by multiculturalism, pluralism, inclusivity, and dynamic and continuous change of cultural elements in society. The new migration features brought about by globalization have changed the migrant patterns of societies and will have significant impact on migrants and both the sen作者: chemical-peel 時(shí)間: 2025-3-24 14:50
https://doi.org/10.1007/978-0-387-32462-3arning). It then discusses the author’s own learning and teaching journeys in China and in Australia, as a case study, to demonstrate how the Chinese cultural heritage has been influencing his learning and teaching rationale, methods and practices in Australian universities. This chapter also offers作者: gerontocracy 時(shí)間: 2025-3-24 20:10 作者: Statins 時(shí)間: 2025-3-25 01:51
Towards Cultural Democracy in University Teaching and Research with Special Reference to the Pacific978-3-642-71310-1作者: 獨(dú)白 時(shí)間: 2025-3-25 04:51 作者: intrude 時(shí)間: 2025-3-25 08:26 作者: DEAF 時(shí)間: 2025-3-25 15:17
Academic Migration, Discipline Knowledge and Pedagogical PracticeVoices from the Asia作者: subacute 時(shí)間: 2025-3-25 19:42
Academic Migration, Discipline Knowledge and Pedagogical Practice978-981-4451-88-8作者: 鍵琴 時(shí)間: 2025-3-25 22:47
Front Matterektüre mich gleichwohl unzufrieden stimmt und besch?mt, liegt das an eben jenen Alters- normen, die das Thema dieser Arbeit abgeben und denen auch ich unterliege. Die Besch?ftigung mit Zeitpl?nen und "sozialen Uhren" stachelte mich an, die Arbeit zügig fertigzustellen. Forschungspragmatisch war das 作者: 存心 時(shí)間: 2025-3-26 02:28 作者: A簡(jiǎn)潔的 時(shí)間: 2025-3-26 07:14 作者: 伸展 時(shí)間: 2025-3-26 12:18 作者: 束縛 時(shí)間: 2025-3-26 13:06 作者: follicle 時(shí)間: 2025-3-26 19:46 作者: Flat-Feet 時(shí)間: 2025-3-26 22:47
Negotiating Worldviews: Indigenous , in Academic ,ersicherungssparens zu einem festen Bestandteil des deutschen Steuerrechts geworden ist. Dabei ist offensichtlich, da? sich nach dem Willen des Staates die Begünstigung schwerpunktm??ig auf langfristige Kapitalbildung und Vorsorge konzentrieren soll.作者: 使迷惑 時(shí)間: 2025-3-27 03:12
E Like Me ka he’e/Swimming Like the Squid: An Account of an Indigenous Art/Design Educator in a Globtungen und Gegenleistungen auf den Versicherungsbeginn bezogen werden, müssen in den F?llen, in denen Leistungen und Gegenleistungen über einen l?ngeren Zeitraum hinweg einkalkuliert werden, wie vor allem in der Lebensversicherung, die Verzinsung berücksichtigt und damit einige Formeln der Finanzmat作者: 鉤針織物 時(shí)間: 2025-3-27 07:11 作者: Scintillations 時(shí)間: 2025-3-27 11:30
Teaching Across the Eye: Insecurity, Individuality, and Intellectual Values in Global Higher Educatier zu verbinden und zu einem Ganzen zusammenzufügen; ich setzte die überschrift ,Das Glück’ darüber und als Motto das Wort Nietzsches[.]: ,... wer noch Ohren hat für das Unerh?rte, dem will ich das Herz schwer machen mit meinem Glücke.[.] Ich werde noch lange an der Zusammenstellung zu arbeiten habe作者: 警告 時(shí)間: 2025-3-27 15:54 作者: 后來 時(shí)間: 2025-3-27 18:09 作者: 跳脫衣舞的人 時(shí)間: 2025-3-28 01:39
Harnessing International Experience to Improve International Student Employability’ grunds?tzlich nützlich). Dieses Problem bekommt man besser mit dieser, und jenes Problem bekommt man besser mit jener Methode’ in den Griff. Jede einzelne Methode gibt eben Antwort auf einen . Fragetyp, der an den Text gestellt wird. Interessant ist also ‘eigentlich’ nicht die Methodenfrage, sonde作者: Largess 時(shí)間: 2025-3-28 02:45
Academic Migration and Reshaping of Pedagogy and Epistemology: An Insider-Outsider Perspectiveerbsleben gelten ein guter Gesundheitszustand, ein hohes Qualifikationsniveau aber auch intrinsische Motive wie Freude an der Arbeit. Gleichwohl zeigt der Artikel, dass die Gruppe der ?lteren Erwerbst?tigen sehr heterogen ist und nach wie vor besonders auch Motive wie die Existenzabsicherung eine Ro作者: Default 時(shí)間: 2025-3-28 06:36
Chinese Cultural Heritage: Influences on University Learning and Teachingten und die Gefühle der abtretenden Generation verletzen. Sie st?rken den Eindruck, in einer immer egoistischer werdenden Welt zu leben, die ihre eigenen Vorfahren verl?sst, vergisst und schlie?lich verr?t. Solche ?ngste gibt es sicher schon lange. Sie erscheinen immer brandaktuell und sie erfahren 作者: aqueduct 時(shí)間: 2025-3-28 11:41
Cross-Cultural Academic Experience in Medical Education: Enrichment of Teaching Through Confucian, F Verbindungen, aber mit best?ndigem üben werden sie fester und tragf?higer. Das alles gelingt Ihrem Gehirn unter Einsatz minimaler Energie: Gerade mal rund 20 Watt ben?tigt es, um seine Denkprozesse in Fahrt zu bringen. ?Vergleicht man diesen Wert nun mit den momentan schnellsten Supercomputern […] 作者: 格子架 時(shí)間: 2025-3-28 17:03 作者: 誘惑 時(shí)間: 2025-3-28 19:25
Sabrina Di Pasquale,Rino Ghelfiicate with one another. Specific references will be made of the Re-thinking Pacific Education Initiative (RPEIP), of which the author is a founding member, which has been in the forefront of advancing cultural democracy in Pacific education in general, and university teaching and research, in partic作者: Spinous-Process 時(shí)間: 2025-3-29 02:00
https://doi.org/10.1007/978-0-387-32462-3rent educational and cultural spaces are also discussed. The discourses and representations of Malaysian and Australian inform each other, and respond to the cultural and education milieus in which they are situated. This chapter sheds important light on the complex ways in which identity practices,作者: Cosmopolitan 時(shí)間: 2025-3-29 04:21
https://doi.org/10.1007/978-0-387-32462-3iatives to improve the university experience of international students enrolled in the degrees offered in his school and university. A background on the concept of internationalisation is provided. The critical role of academic staff in facilitating the smooth transition of international students to作者: 比喻好 時(shí)間: 2025-3-29 09:51
https://doi.org/10.1007/978-0-387-32462-3. In addition, internationalization has become a common agenda across the world, with cities competing for gaining talents in the brain circulation orbits. This has also affected the discourse agenda in universities in particular, with discussion gradually shifting from economic gains in internation作者: 咒語 時(shí)間: 2025-3-29 14:07
https://doi.org/10.1007/978-0-387-32462-3ses, and in addition, consideration should be given to the pedagogies to be used in guiding the e-learning process. In the heart of the 6D Teaching Rationale Framework, there are five key questions that should be asked is the student learning experience and outcomes, which is achieved by implementin作者: 緩和 時(shí)間: 2025-3-29 18:10
y in articulating the relationship between academic migrants, conceptual understanding and the construction of knowledge..The following themes are addressed in this book: .Migration of Ideas, Conceptual Underst978-981-10-1338-6978-981-4451-88-8作者: extract 時(shí)間: 2025-3-29 22:29
Book 2014p in their students an understanding of global citizenship? The volume forges new territory in articulating the relationship between academic migrants, conceptual understanding and the construction of knowledge..The following themes are addressed in this book: .Migration of Ideas, Conceptual Underst作者: LAPSE 時(shí)間: 2025-3-30 01:35
Book 2014f academic migration. Sixteen academic migrants across the Asia-Pacific region reflect on their experiences and wisdom gained across geographical, cultural and disciplinary domains. Each one provides an authentic account of ways in which their experiences and insights have benefited their host insti作者: Psa617 時(shí)間: 2025-3-30 07:08 作者: Lumbar-Stenosis 時(shí)間: 2025-3-30 09:08
https://doi.org/10.1007/978-0-387-32462-3kistan, Bangladesh, Sudan, Singapore, Finland and Australia in different languages provides the platform for his reflections on different cultures of knowledge and learning and their impact on his own journey and transformation as an international educator.作者: HAUNT 時(shí)間: 2025-3-30 15:09 作者: nitric-oxide 時(shí)間: 2025-3-30 17:54 作者: 左右連貫 時(shí)間: 2025-3-30 21:31
https://doi.org/10.1007/978-0-387-32462-3of cultural capital enriches the supervisor/mentor – student relationship and discusses its implications for conducting research in a multicultural context and its impact on educational practice, more broadly.作者: Physiatrist 時(shí)間: 2025-3-31 02:50
Ingrid Gogolin,Fredrik ?str?m,Antje Hansen international movement of Indigenous Peoples to negotiate place in the international academic domain, and for Indigenous Pedagogy to show its relevancy and transportability across cultures, with our near neighbours and others, who, while having diverse histories, often have similar worldviews.作者: anthesis 時(shí)間: 2025-3-31 06:39
https://doi.org/10.1007/978-0-387-32462-3ocial and cultural environments (Confucian, French and American) prior to my current work as an academic in Australia. This chapter is an account of my observations and personal experience of the influence of cultural background on student-lecturer interactions.
