Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trust. This paper will present and discuss the key characteristics of learner-centered instruction alongside ancient Daoist perspectives that align with and promote and support this type of instruction. These learner-centered characteristics include 1) the instructor as a facilitator of learning, 2) sharing of power and control with learners, 3) student participation and responsibility for learning, 4) collaboration among learners, 5) higher-order skills instruction and development, and 6) evaluation for learning purposes. This paper is organized based on these interrelated and interdependent characteristics of LCT and their relationship to ancient Daoist perspectives, which can support instructors in applying learner-centered instructional methods.
{"title":"Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom","authors":"D. Jeffrey, R. Clark","doi":"10.11114/IJCE.V2I1.4016","DOIUrl":"https://doi.org/10.11114/IJCE.V2I1.4016","url":null,"abstract":"Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trust. This paper will present and discuss the key characteristics of learner-centered instruction alongside ancient Daoist perspectives that align with and promote and support this type of instruction. These learner-centered characteristics include 1) the instructor as a facilitator of learning, 2) sharing of power and control with learners, 3) student participation and responsibility for learning, 4) collaboration among learners, 5) higher-order skills instruction and development, and 6) evaluation for learning purposes. This paper is organized based on these interrelated and interdependent characteristics of LCT and their relationship to ancient Daoist perspectives, which can support instructors in applying learner-centered instructional methods.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122481461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article conducts a bidirectional investigation of the earlier acquisition of dative structures in English and Arabic by Second Language (L2) learners. It reports on two dative structures: the Prepositional Dative (PD) structure and the Double Object Dative (DOD) structure, rating experiments (grammaticality judgment task) to test which dative structure is preferred earlier by L2 learners and whether L2 learners transfer their preferences relating to the two dative structures in the First Language (L1) to their L2. A total of 50 Arab learners of English and 40 English learners of Arabic were tested for the purpose of this study. It was observed that Arab learners of English preferred the PD structure over the DOD structure, whereas English learners of Arabic showed a slight preference for the use of the DOD structure; however, this observation is statistically insignificant. These findings indicate a lack of L1 influence, as all L2 learners preferred a dative structure that does not correspond to the preferred structure in their L1. Such findings could be consistent with the idea of the language acquisition process, as proposed by the Processability Theory, which implies that constructions that are easiest to process will be learned earlier than those that are harder to process despite the convergences between L1 and L2.
{"title":"A Bidirectional Study of the Earlier Acquisition of Dative Structures in English and Arabic","authors":"A. S. Aljadani","doi":"10.11114/IJCE.V2I1.3967","DOIUrl":"https://doi.org/10.11114/IJCE.V2I1.3967","url":null,"abstract":"This article conducts a bidirectional investigation of the earlier acquisition of dative structures in English and Arabic by Second Language (L2) learners. It reports on two dative structures: the Prepositional Dative (PD) structure and the Double Object Dative (DOD) structure, rating experiments (grammaticality judgment task) to test which dative structure is preferred earlier by L2 learners and whether L2 learners transfer their preferences relating to the two dative structures in the First Language (L1) to their L2. A total of 50 Arab learners of English and 40 English learners of Arabic were tested for the purpose of this study. It was observed that Arab learners of English preferred the PD structure over the DOD structure, whereas English learners of Arabic showed a slight preference for the use of the DOD structure; however, this observation is statistically insignificant. These findings indicate a lack of L1 influence, as all L2 learners preferred a dative structure that does not correspond to the preferred structure in their L1. Such findings could be consistent with the idea of the language acquisition process, as proposed by the Processability Theory, which implies that constructions that are easiest to process will be learned earlier than those that are harder to process despite the convergences between L1 and L2.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126365529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This reflection aims to offer a contribution on some of the main challenges that academics have to face in their professional practice. To this end, we will analyse two components of the academic’s activity – teaching and research –, as well as the potentialities of their association, mobilising in this reflection the authors’ academic experience, especially in the disciplinary field of Sociology. It is concluded that, despite the academic’s high expertise, there are several instigations that lead us to consider the need for a permanent update, so as to encourage, in an intentional and successful way, his/her action.
{"title":"Contemporary Challenges for the Academic","authors":"C. Ferreira, Sandro Serpa","doi":"10.11114/IJCE.V2I1.3786","DOIUrl":"https://doi.org/10.11114/IJCE.V2I1.3786","url":null,"abstract":"This reflection aims to offer a contribution on some of the main challenges that academics have to face in their professional practice. To this end, we will analyse two components of the academic’s activity – teaching and research –, as well as the potentialities of their association, mobilising in this reflection the authors’ academic experience, especially in the disciplinary field of Sociology. It is concluded that, despite the academic’s high expertise, there are several instigations that lead us to consider the need for a permanent update, so as to encourage, in an intentional and successful way, his/her action.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128733594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many assessments used to measure the skills of children with an autism spectrum disorder (ASD) diagnosis lack data that delineates patterns of skill development by neurotypical children. In the current pilot study, we administered the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) to neurotypical children (N = 53) between the ages of six and 72 months to examine typical skill development across the major skill sets and repertoires of the ABLLS-R. We found that skills from the Basic Learner skills section emerged and developed earlier (i.e., by age five) than those from the other skills sections. By age six, children mastered their motor skills and 90% of the self-help skills. Academic skills took the longest to emerge and develop with children mastering only 51% of the related skills by age six. Implications of these findings, as they relate to skill development and identifying developmentally appropriate teaching objectives for individuals with ASD, are discussed.
{"title":"A Pilot Study on Patterns of Skill Development of Neurotypical Children as Measured by the ABLLS-R: Implications for Educational Programming for Children With Autism","authors":"J. Partington, A. Bailey, S. Partington","doi":"10.11114/ijce.v1i2.3619","DOIUrl":"https://doi.org/10.11114/ijce.v1i2.3619","url":null,"abstract":"Many assessments used to measure the skills of children with an autism spectrum disorder (ASD) diagnosis lack data that delineates patterns of skill development by neurotypical children. In the current pilot study, we administered the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) to neurotypical children (N = 53) between the ages of six and 72 months to examine typical skill development across the major skill sets and repertoires of the ABLLS-R. We found that skills from the Basic Learner skills section emerged and developed earlier (i.e., by age five) than those from the other skills sections. By age six, children mastered their motor skills and 90% of the self-help skills. Academic skills took the longest to emerge and develop with children mastering only 51% of the related skills by age six. Implications of these findings, as they relate to skill development and identifying developmentally appropriate teaching objectives for individuals with ASD, are discussed.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126873787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Better academic performance is associated with adjustment in the educational institution. Newly enrolled students at undergraduate programs face some adjustment related problems (i. e. – loneliness etc.) in the new environment. The present study was aimed to explore the mediating role of Facebook timeline browsing and chatting with friends on Facebook in the relationship between loneliness and mental health among first-year undergraduate students. The study sample comprised of 180 first-year students who were selected purposively from the University of Chittagong. Results suggested significant gender differences in feelings of loneliness, chatting on Facebook, Facebook timeline browsing. Results explored the mediating role of timeline browsing in the relationship between loneliness and mental health, and this relation also moderated by gender. Loneliness, timeline browsing, and gender explained 50% variance of the mental health.
{"title":"Relationship Between Loneliness and Mental Health Among First- Year Undergraduate Students: Mediating Role of Timeline Browsing and Chatting on Facebook","authors":"Oli Ahmed","doi":"10.11114/IJCE.V1I2.3625","DOIUrl":"https://doi.org/10.11114/IJCE.V1I2.3625","url":null,"abstract":"Better academic performance is associated with adjustment in the educational institution. Newly enrolled students at undergraduate programs face some adjustment related problems (i. e. – loneliness etc.) in the new environment. The present study was aimed to explore the mediating role of Facebook timeline browsing and chatting with friends on Facebook in the relationship between loneliness and mental health among first-year undergraduate students. The study sample comprised of 180 first-year students who were selected purposively from the University of Chittagong. Results suggested significant gender differences in feelings of loneliness, chatting on Facebook, Facebook timeline browsing. Results explored the mediating role of timeline browsing in the relationship between loneliness and mental health, and this relation also moderated by gender. Loneliness, timeline browsing, and gender explained 50% variance of the mental health.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131890049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School programs are frequently too demanding, so there is a good chance of school failure and chronic fatigue. The study was carried out on a group of 211 students from two high schools in the city of Suceava. A questionnaire was used that attempted to quantify school fatigue, passive and active leisure time, and social relationships. Fatigue occurs as a result of exceeding the body's exercise capacity. The situation is difficult for teenagers who have to adapt to school demands but who are also vulnerable to excessive levels of effort. Passive rest is done through night and daytime sleep. Numerous daily activities are commonly associated with reduced hours of sleep. There are situations where relaxing activities such as watching television programs and using the computer can become tiring. A long time spent on the computer can be associated with restricting social relationships, a phenomenon that must be evaluated more closely. Such studies are essential for maintaining student wellbeing and for ensuring proper school performance.
{"title":"Assessment of School Fatigue, Leisure Time and Social Relationships in a Group of Teenagers From Two High Schools in Suceava","authors":"A. Albu, Arina Bădăluță, F. Dima","doi":"10.11114/IJCE.V1I2.3706","DOIUrl":"https://doi.org/10.11114/IJCE.V1I2.3706","url":null,"abstract":"School programs are frequently too demanding, so there is a good chance of school failure and chronic fatigue. The study was carried out on a group of 211 students from two high schools in the city of Suceava. A questionnaire was used that attempted to quantify school fatigue, passive and active leisure time, and social relationships. Fatigue occurs as a result of exceeding the body's exercise capacity. The situation is difficult for teenagers who have to adapt to school demands but who are also vulnerable to excessive levels of effort. Passive rest is done through night and daytime sleep. Numerous daily activities are commonly associated with reduced hours of sleep. There are situations where relaxing activities such as watching television programs and using the computer can become tiring. A long time spent on the computer can be associated with restricting social relationships, a phenomenon that must be evaluated more closely. Such studies are essential for maintaining student wellbeing and for ensuring proper school performance.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126284227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aurora Q. Pestaño, Dwight J. Ypanto, Ricky Villeta, Milagros B. Baclayon, Chanine F. Sevilla, Jessica M. Avenido, Jessie S. Susada
In an educational setting, the management and environment are bound to affect the whole learning environment. This study determines the impact of the Ramon Aboitiz Foundation Incorporated School Rehabilitation Program (RAFI-SRP) to beneficiary schools. The Descriptive-correlational design is utilized to establish the level of assessments for school buildings regarding its milieu, environment, management, and students’ academic performance during their occupancy of the RAFI classrooms. In the exploratory data analyses, multivariate principal component analysis (PCA) and regression are used. Results show that RAFI-SRP affects school management. The more new school buildings are built, the better is the performance of the school administrators. Moreover, RAFI-SRP has a modest influence on the academic performance of students among the community beneficiaries as a whole. This result may be owed to the fact that academic performance is multifactorial, such that the interplay of factors may be intrinsic and extrinsic. RAFI-SRP is just one amongst the extrinsic factors to the learners' academic performance to contend with.
{"title":"School Rehabilitation Program’s (SRP) Contribution to School Management and Students’ Academic Performance to Beneficiary Schools in Cebu Province, Philippines","authors":"Aurora Q. Pestaño, Dwight J. Ypanto, Ricky Villeta, Milagros B. Baclayon, Chanine F. Sevilla, Jessica M. Avenido, Jessie S. Susada","doi":"10.11114/IJCE.V1I2.3608","DOIUrl":"https://doi.org/10.11114/IJCE.V1I2.3608","url":null,"abstract":"In an educational setting, the management and environment are bound to affect the whole learning environment. This study determines the impact of the Ramon Aboitiz Foundation Incorporated School Rehabilitation Program (RAFI-SRP) to beneficiary schools. The Descriptive-correlational design is utilized to establish the level of assessments for school buildings regarding its milieu, environment, management, and students’ academic performance during their occupancy of the RAFI classrooms. In the exploratory data analyses, multivariate principal component analysis (PCA) and regression are used. Results show that RAFI-SRP affects school management. The more new school buildings are built, the better is the performance of the school administrators. Moreover, RAFI-SRP has a modest influence on the academic performance of students among the community beneficiaries as a whole. This result may be owed to the fact that academic performance is multifactorial, such that the interplay of factors may be intrinsic and extrinsic. RAFI-SRP is just one amongst the extrinsic factors to the learners' academic performance to contend with.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121766547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main purpose of the present study is to investigate the contribution of the lesson study to the formation of a collaborative framework for the operation of the school unit. Qualitative research was conducted from February 12 to April 1, 2016, in the second grade secondary school of Attica, with a total of 31 students and four teachers. The results of the survey show that the lesson study cultivates and strengthens the collaborative climate among the participating teachers, which has positive effects not only on their own but also on their students. In particular, research has highlighted the ways in which the lesson study builds co-operation among teachers, as well as the benefits of this collaboration for participating teachers and pupils. Also, the importance of collaboration and the development of collaborative culture, in the context of a fruitful and constructive dialogue, have emerged as the strengths of the lesson study.
{"title":"The Contribution of the Lesson Study to the Development of a Collaborative Framework for the Operation of the School: Results From a Pilot Implementation in Secondary Education in Greece","authors":"E. Kanellopoulou, Maria Darra","doi":"10.11114/IJCE.V1I2.3603","DOIUrl":"https://doi.org/10.11114/IJCE.V1I2.3603","url":null,"abstract":"The main purpose of the present study is to investigate the contribution of the lesson study to the formation of a collaborative framework for the operation of the school unit. Qualitative research was conducted from February 12 to April 1, 2016, in the second grade secondary school of Attica, with a total of 31 students and four teachers. The results of the survey show that the lesson study cultivates and strengthens the collaborative climate among the participating teachers, which has positive effects not only on their own but also on their students. In particular, research has highlighted the ways in which the lesson study builds co-operation among teachers, as well as the benefits of this collaboration for participating teachers and pupils. Also, the importance of collaboration and the development of collaborative culture, in the context of a fruitful and constructive dialogue, have emerged as the strengths of the lesson study.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133478865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mingzhen Bao, A. Selhorst, Teresa Moore, Andrea Dilworth
Difficulty building meaningful student and instructor relationships can create a challenge for online instructors. A Faculty of Practice (FoP) role was created in a large online university requiring greater faculty engagement to bolster student achievement. This study examined the impact of the FoP role on student success and satisfaction over a 6-month period. The position emphasized an increased engagement through enhanced personalized learning, subject-matter expertise, discipline mentoring, and community building. The increased engagement was promoted through requirements mandating a consistent presence in the classroom, personalized email interactions with students prior to course start, promotion and instruction of material through individual conferences, outreach to students with late or missing assignments, and weekly office hours including video conference options. None of these requirements are mandated for Associate Faculty (AF) teaching the courses. Data on student success included an analysis of student GPA, pass rates, completion rates, and progression to next course rates for FoP and AF courses. Student satisfaction was evaluated through the analysis of Student End-of-course Surveys (EoCS). Student data showed a significant increase in student GPA with the FoP when compared to AF courses. No differences were seen in pass, completion, or progression rates. Increase in student satisfaction for FoP courses as measured by EoCS was seen upon comparison with AF. Students noted a greater connection with the FoP and indicated stronger relationships with the FoP. Based on the analysis, we conclude the FoP role has the potential to improve student success and satisfaction in the online classroom.
{"title":"An Analysis of Enhanced Faculty Engagement on Student Success and Satisfaction in an Online Classroom","authors":"Mingzhen Bao, A. Selhorst, Teresa Moore, Andrea Dilworth","doi":"10.11114/IJCE.V1I2.3653","DOIUrl":"https://doi.org/10.11114/IJCE.V1I2.3653","url":null,"abstract":"Difficulty building meaningful student and instructor relationships can create a challenge for online instructors. A Faculty of Practice (FoP) role was created in a large online university requiring greater faculty engagement to bolster student achievement. This study examined the impact of the FoP role on student success and satisfaction over a 6-month period. The position emphasized an increased engagement through enhanced personalized learning, subject-matter expertise, discipline mentoring, and community building. The increased engagement was promoted through requirements mandating a consistent presence in the classroom, personalized email interactions with students prior to course start, promotion and instruction of material through individual conferences, outreach to students with late or missing assignments, and weekly office hours including video conference options. None of these requirements are mandated for Associate Faculty (AF) teaching the courses. Data on student success included an analysis of student GPA, pass rates, completion rates, and progression to next course rates for FoP and AF courses. Student satisfaction was evaluated through the analysis of Student End-of-course Surveys (EoCS). Student data showed a significant increase in student GPA with the FoP when compared to AF courses. No differences were seen in pass, completion, or progression rates. Increase in student satisfaction for FoP courses as measured by EoCS was seen upon comparison with AF. Students noted a greater connection with the FoP and indicated stronger relationships with the FoP. Based on the analysis, we conclude the FoP role has the potential to improve student success and satisfaction in the online classroom.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129125617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Guo Hongfei, Gong Pei, Z. Ru, Fan Jiaxin, He Zhihui, Qu Ting, L. Congdong, Hu Guoquan
This article outlines their impact on China's technological innovation capabilities from nine aspects including primary and secondary education to university education, the shortcomings of scientific research evaluation system, the forward-looking of educational investment and the rationality of research funding, the negative feedback of the employment market on innovative research, intellectual property protection and incentive mechanism, The basic social system and its incentive mechanism combined with learning and research, the incentive mechanism and cultural atmosphere of enterprises and administrative institutions, and the origin of China's modern education model. The comprehensive analysis shows that changing the status quo of China's lack of innovation is a systematic project. A single ministry cannot complete many specific measures of reform, and must have a national-level top-level design. Through reform, the education and scientific research system has reasonable design and strong self-repairing ability. It is the need of innovation to promote industrial upgrading. Its effectiveness directly determines whether China can cross the middle income trap and the great rejuvenation of the Chinese nation.
{"title":"The Influence of Education and Scientific Research System on China's Science and Technology Innovation Capability","authors":"Guo Hongfei, Gong Pei, Z. Ru, Fan Jiaxin, He Zhihui, Qu Ting, L. Congdong, Hu Guoquan","doi":"10.11114/ijce.v1i2.3642","DOIUrl":"https://doi.org/10.11114/ijce.v1i2.3642","url":null,"abstract":"This article outlines their impact on China's technological innovation capabilities from nine aspects including primary and secondary education to university education, the shortcomings of scientific research evaluation system, the forward-looking of educational investment and the rationality of research funding, the negative feedback of the employment market on innovative research, intellectual property protection and incentive mechanism, The basic social system and its incentive mechanism combined with learning and research, the incentive mechanism and cultural atmosphere of enterprises and administrative institutions, and the origin of China's modern education model. The comprehensive analysis shows that changing the status quo of China's lack of innovation is a systematic project. A single ministry cannot complete many specific measures of reform, and must have a national-level top-level design. Through reform, the education and scientific research system has reasonable design and strong self-repairing ability. It is the need of innovation to promote industrial upgrading. Its effectiveness directly determines whether China can cross the middle income trap and the great rejuvenation of the Chinese nation.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133578250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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