Ideological Orientation of and Educational Guidance for Contemporary Chinese Youth Against International Background
At present, the higher education of Chinese youth has to face the reality of internationalization. There is no doubt that Chinese young people’s ideology and thoughts have undergone complicated as well as profound changes in the process of internationalization, assuming brand-new characteristics and showing new trends. If we carefully analyze the complicated impact on contemporary Chinese youth’s ideology by internationalization and study the different features coupled with orientation of their thoughts, it will be of great significance for the research on methods and countermeasures for ideological education of Chinese youth against the international background.
A survey on the outline of National Long-Term Education Reform and Development Plan
Education is the most important basic element in a one-hundred years strategy of a nation. Education is the cornerstone of social progress and the improvement of quality, the fundamental way of the comprehensive development promotion, the expectation of millions of people and families. In this paper, based on the review of the development of higher education in China, the outline of National Long-Term Education Reform and Development Plan is introduced. The issues about higher education, especially the reform of teaching and education in university are discussed.
Creating and sustaining a special education/general education partnership: a story of change and uncertainty
Abstract Calls for special education reforms in the USA have prompted widespread implementation of cooperative teaching models where general and special educators teach students with and without disabilities in inclusive classrooms. The researcher and participants in this study examined a cooperative teaching situation to determine its development, benefits for teachers and students, and external forces that influenced implementation. Interview, observational and archival data were collected. Results revealed instructional changes for teachers and improved outcomes for students. However, the authors concluded that while teacher characteristics, discourse, and actions contributed to the success of the relationship, external factors were of equal importance. They argue that research on cooperative teaching and other delivery systems must begin to focus on instructional efficacy and model sustainment.