Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.02
Yang Zhao, Lin Liu, Dan Shan
Facing the opportunities and challenges brought by the new scientific and technological revolution and industrial change nowadays, interdisciplinary development has become the inevitable trend in the future, and the construction of first-class interdisciplinary disciplines has definitely meet the country’s urgent need for high-quality talents in the new era. Based on the current situation of education and social development, this paper takes the graduate education of Northeast Asian Studies College of Jilin University as a case study. Aimed at the problems existing in the current economic management personnel training process, such as decoupling of positioning and demand, insufficient cross-disciplinary knowledge, limited combination of theoretical teaching and practical application, high barriers to cross-cooperation among teachers, and insufficient leading role of evaluation system, the paper analyzes how to construct the first-class interdisciplinary disciplines from the aspects of talent training positioning, curriculum system, practical teaching system, compound teachers team and comprehensive evaluation system. The purpose of this paper is to explore the training mode of graduate students in Economics, the formation mode of interdisciplinary teaching and the cultivation mode of high-quality research teams, to provide practical paths and countermeasures for the construction of first-class graduate discipline, and to make practical contributions to the construction of new liberal arts and the cultivation of high-level interdisciplinary talents.
{"title":"The Exploration of the Path of Building First-Class Graduate Discipline Under the Multi-Disciplinary Intersection","authors":"Yang Zhao, Lin Liu, Dan Shan","doi":"10.56397/jare.2023.11.02","DOIUrl":"https://doi.org/10.56397/jare.2023.11.02","url":null,"abstract":"Facing the opportunities and challenges brought by the new scientific and technological revolution and industrial change nowadays, interdisciplinary development has become the inevitable trend in the future, and the construction of first-class interdisciplinary disciplines has definitely meet the country’s urgent need for high-quality talents in the new era. Based on the current situation of education and social development, this paper takes the graduate education of Northeast Asian Studies College of Jilin University as a case study. Aimed at the problems existing in the current economic management personnel training process, such as decoupling of positioning and demand, insufficient cross-disciplinary knowledge, limited combination of theoretical teaching and practical application, high barriers to cross-cooperation among teachers, and insufficient leading role of evaluation system, the paper analyzes how to construct the first-class interdisciplinary disciplines from the aspects of talent training positioning, curriculum system, practical teaching system, compound teachers team and comprehensive evaluation system. The purpose of this paper is to explore the training mode of graduate students in Economics, the formation mode of interdisciplinary teaching and the cultivation mode of high-quality research teams, to provide practical paths and countermeasures for the construction of first-class graduate discipline, and to make practical contributions to the construction of new liberal arts and the cultivation of high-level interdisciplinary talents.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"12 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112157","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.01
Evgeny Bryndin
Man is the interconnection of spirit, mind, soul and body. The body is the dwelling of the soul. The soul is the dwelling of the spirit, the source of life of the body, desires and feelings of man. The mind gives rise to thoughts and carries out their linguistic design. Thought is of a spiritual nature. The spirit penetrates into the living information of nature, into the soul and body, communicates with the spirits of other people. Jesus communicated with spirits. The human spirit communicates through prayer with God as a spiritual entity. He is the spiritual, moral, moral and ethical leader of the thinking, behavior and being of a person. Mind, spirit, soul and memory form a person in the process of human life. A person thinks and has spiritual qualities. Psalm 18:3 describes the nature of thinking. The night of the night reveals knowledge by penetrating the spirit into the living information of nature. Day to day conveys speech (communication) based on existing language knowledge. Communication can be live with people or with their knowledge. Communication with knowledge is carried out in the process of learning and creativity. Learning and creativity based on knowledge is carried out in the form of independent communication. In the process of communicating with people, a person manifests and forms the quality of the spirit. When communicating with righteous peaceful people, the spirit acquires useful qualities. When dealing with corrupt people, the spirit acquires pernicious qualities. The spirit of a child inherits generic qualities. In the process of communication, the spirit must learn to pacify the pernicious tribal qualities. The qualities of the spirit determine the ethical direction of thoughts and their linguistic design. In educational institutions, it is useful to study the spiritual laws of the Gospel, so that through their prism, children distinguish between good and evil and formed the right worldview, by reading literature and studying history, social sciences and cultural studies.
{"title":"Formation in Family and Educational Institutions of Orthodox Form of Thinking and Communication","authors":"Evgeny Bryndin","doi":"10.56397/jare.2023.11.01","DOIUrl":"https://doi.org/10.56397/jare.2023.11.01","url":null,"abstract":"Man is the interconnection of spirit, mind, soul and body. The body is the dwelling of the soul. The soul is the dwelling of the spirit, the source of life of the body, desires and feelings of man. The mind gives rise to thoughts and carries out their linguistic design. Thought is of a spiritual nature. The spirit penetrates into the living information of nature, into the soul and body, communicates with the spirits of other people. Jesus communicated with spirits. The human spirit communicates through prayer with God as a spiritual entity. He is the spiritual, moral, moral and ethical leader of the thinking, behavior and being of a person. Mind, spirit, soul and memory form a person in the process of human life. A person thinks and has spiritual qualities. Psalm 18:3 describes the nature of thinking. The night of the night reveals knowledge by penetrating the spirit into the living information of nature. Day to day conveys speech (communication) based on existing language knowledge. Communication can be live with people or with their knowledge. Communication with knowledge is carried out in the process of learning and creativity. Learning and creativity based on knowledge is carried out in the form of independent communication. In the process of communicating with people, a person manifests and forms the quality of the spirit. When communicating with righteous peaceful people, the spirit acquires useful qualities. When dealing with corrupt people, the spirit acquires pernicious qualities. The spirit of a child inherits generic qualities. In the process of communication, the spirit must learn to pacify the pernicious tribal qualities. The qualities of the spirit determine the ethical direction of thoughts and their linguistic design. In educational institutions, it is useful to study the spiritual laws of the Gospel, so that through their prism, children distinguish between good and evil and formed the right worldview, by reading literature and studying history, social sciences and cultural studies.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135111992","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.08
Kai Cui, Liangchen Mei, Changrong Du
This study offers a comprehensive analysis of the interplay between standardized testing and the burgeoning holistic admissions approach within higher education admissions. We systematically examine the inherent biases present in standardized tests—spanning economic, racial, linguistic, and cultural sectors—and their potential implications for widening socio-demographic disparities. Utilizing the University of California system as a case study, the paper contrasts this with the holistic admissions approach which endeavors to encapsulate a multifaceted perspective of prospective students by factoring in both academic milestones and personal narratives. While this approach emerges as a promising alternative, we also discuss its innate challenges, especially concerning ensuring objectivity and uniformity. By evaluating these methodologies within the contemporary admissions ecosystem, the study emphasizes the urgency for transformative admissions strategies that champion both diversity and equity. In the realm of higher education admissions, the efficacy and equity of standardized testing have long been subjects of contention. Initially designed to provide a uniform measure of student achievement, these tests are now under scrutiny for potentially perpetuating socio-demographic disparities. As institutions grapple with the implications of such biases, there’s a growing inclination towards more holistic admissions approaches that aim to capture the multifaceted nature of a student’s potential. This paper delves into the inherent challenges and biases of standardized tests, examines the nuances of the holistic admissions approach, and explores the interplay between the two in the modern admissions landscape.
{"title":"Assessing the Efficacy of Test-Optional Policies in Enhancing Socio-Demographic Diversity in Higher Education Institutions","authors":"Kai Cui, Liangchen Mei, Changrong Du","doi":"10.56397/jare.2023.11.08","DOIUrl":"https://doi.org/10.56397/jare.2023.11.08","url":null,"abstract":"This study offers a comprehensive analysis of the interplay between standardized testing and the burgeoning holistic admissions approach within higher education admissions. We systematically examine the inherent biases present in standardized tests—spanning economic, racial, linguistic, and cultural sectors—and their potential implications for widening socio-demographic disparities. Utilizing the University of California system as a case study, the paper contrasts this with the holistic admissions approach which endeavors to encapsulate a multifaceted perspective of prospective students by factoring in both academic milestones and personal narratives. While this approach emerges as a promising alternative, we also discuss its innate challenges, especially concerning ensuring objectivity and uniformity. By evaluating these methodologies within the contemporary admissions ecosystem, the study emphasizes the urgency for transformative admissions strategies that champion both diversity and equity. In the realm of higher education admissions, the efficacy and equity of standardized testing have long been subjects of contention. Initially designed to provide a uniform measure of student achievement, these tests are now under scrutiny for potentially perpetuating socio-demographic disparities. As institutions grapple with the implications of such biases, there’s a growing inclination towards more holistic admissions approaches that aim to capture the multifaceted nature of a student’s potential. This paper delves into the inherent challenges and biases of standardized tests, examines the nuances of the holistic admissions approach, and explores the interplay between the two in the modern admissions landscape.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"14 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135509744","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.10
Bi Zhang, Yi Gang
By analyzing Howard Gardner’s Multiple Intelligences Theory and curriculum evaluation, this paper clarifies related concepts and discusses the importance of curriculum evaluation. In the construction and optimization of the dance course evaluation system based on the theory of multiple intelligences, this paper discusses the construction method and optimization strategy of the evaluation system, as well as the feasibility study of the construction and optimization of the evaluation system, and discusses the implementation and effect evaluation of the dance course evaluation system based on the theory of multiple intelligences. In this study, the advantages and potentials of each student in different intelligence fields are found by using the theory of multiple intelligences. The aim is to construct an evaluation system suitable for dance courses, so as to evaluate students’ comprehensive performance more comprehensively. This study believes that the application of multiple intelligences theory to construct the evaluation system of dance course can comprehensively evaluate students’ ability and performance in dance course from multiple dimensions. The evaluation methods involved in the research can be used to implement the evaluation system, and the effectiveness and feasibility of these evaluation methods and tools are verified through field observation and actual investigation.
{"title":"Construction and Optimization of Dance Curriculum Evaluation System Based on Multiple Intelligences Theory","authors":"Bi Zhang, Yi Gang","doi":"10.56397/jare.2023.11.10","DOIUrl":"https://doi.org/10.56397/jare.2023.11.10","url":null,"abstract":"By analyzing Howard Gardner’s Multiple Intelligences Theory and curriculum evaluation, this paper clarifies related concepts and discusses the importance of curriculum evaluation. In the construction and optimization of the dance course evaluation system based on the theory of multiple intelligences, this paper discusses the construction method and optimization strategy of the evaluation system, as well as the feasibility study of the construction and optimization of the evaluation system, and discusses the implementation and effect evaluation of the dance course evaluation system based on the theory of multiple intelligences. In this study, the advantages and potentials of each student in different intelligence fields are found by using the theory of multiple intelligences. The aim is to construct an evaluation system suitable for dance courses, so as to evaluate students’ comprehensive performance more comprehensively. This study believes that the application of multiple intelligences theory to construct the evaluation system of dance course can comprehensively evaluate students’ ability and performance in dance course from multiple dimensions. The evaluation methods involved in the research can be used to implement the evaluation system, and the effectiveness and feasibility of these evaluation methods and tools are verified through field observation and actual investigation.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"87 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135515136","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.05
Shuai Yang
The revision of the English Curriculum Standards for Compulsory Education (2022 Edition) (hereinafter referred to as the “New Curriculum Standard”) aims to strengthen the cultivation of students’ core competencies, highlight student-centered learning, and arouse teacher’s attention to student’s development and learning needs. Guided by the New Curriculum Standard, this article, based on the writer’s teaching experience, explores efficient vocabulary teaching methods that point to students’ core competencies and lays a foundation for students’ English learning.
{"title":"English Vocabulary Teaching Strategies for Middle School Students — Based on the English Curriculum Standard for Compulsory Education (2022 Edition) in China","authors":"Shuai Yang","doi":"10.56397/jare.2023.11.05","DOIUrl":"https://doi.org/10.56397/jare.2023.11.05","url":null,"abstract":"The revision of the English Curriculum Standards for Compulsory Education (2022 Edition) (hereinafter referred to as the “New Curriculum Standard”) aims to strengthen the cultivation of students’ core competencies, highlight student-centered learning, and arouse teacher’s attention to student’s development and learning needs. Guided by the New Curriculum Standard, this article, based on the writer’s teaching experience, explores efficient vocabulary teaching methods that point to students’ core competencies and lays a foundation for students’ English learning.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"46 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455670","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.04
Guifen Ma
The traditional management accounting talent training mode has been difficult to meet the needs of enterprises, and colleges and universities urgently need to optimize the management accounting talent training mode, and collaborative education is an important talent training way, which can mobilize the power of society and participate in the talent training process. From the perspective of collaborative education, this paper takes HS College as an example to conduct research and summary from the aspects of talent training model reform, teaching content reform, teaching method reform, and teaching team innovation, in order to provide reference for the training of management accounting talents.
{"title":"Research on the Reform of Management Accounting Talent Training from the Perspective of Collaborative Education","authors":"Guifen Ma","doi":"10.56397/jare.2023.11.04","DOIUrl":"https://doi.org/10.56397/jare.2023.11.04","url":null,"abstract":"The traditional management accounting talent training mode has been difficult to meet the needs of enterprises, and colleges and universities urgently need to optimize the management accounting talent training mode, and collaborative education is an important talent training way, which can mobilize the power of society and participate in the talent training process. From the perspective of collaborative education, this paper takes HS College as an example to conduct research and summary from the aspects of talent training model reform, teaching content reform, teaching method reform, and teaching team innovation, in order to provide reference for the training of management accounting talents.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"46 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135455673","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.07
Vinod Kumar
In the present scenario, our vulnerable population and communities have become increasingly vulnerable to disasters and this has been aggravated by the micro level issues of rapid environmental degradation, resource depletion and global warming/climate change as well as the macro-level issues of poverty, illiteracy and lack of safety nets, amongst others. Thus, when disasters strike a geographical location, they tend to disproportionately alter the social fabric leading to wide spread damage and losses of lives and resources. As the state counts up the human and economic losses, or administers relief, those who experience disasters are conceptualized as a homogenous group called ‘victims’, a category which overlooks differences in terms of gender, caste, class, age or physical and mental ability (Fordham, 1999). The disruptions, thus, defy all existing social differences and stratifications, affecting all and, in a unique way, unifying the communities across boundaries. Being the first to suffer, the affected community rises like a phoenix and also becomes first real time responder in any disaster situation ignoring the inherent differences and stratifications of the community. This ‘community spirit’ or the social capital is thus a crucial strength on which the community balances its existence in a disaster scenario. This research paper based on the Secondary data. In this research paper discuss need, components, case studies; issues and challenges in the Community-Based Disaster Management.
{"title":"Role of Community in Disaster Managements","authors":"Vinod Kumar","doi":"10.56397/jare.2023.11.07","DOIUrl":"https://doi.org/10.56397/jare.2023.11.07","url":null,"abstract":"In the present scenario, our vulnerable population and communities have become increasingly vulnerable to disasters and this has been aggravated by the micro level issues of rapid environmental degradation, resource depletion and global warming/climate change as well as the macro-level issues of poverty, illiteracy and lack of safety nets, amongst others. Thus, when disasters strike a geographical location, they tend to disproportionately alter the social fabric leading to wide spread damage and losses of lives and resources. As the state counts up the human and economic losses, or administers relief, those who experience disasters are conceptualized as a homogenous group called ‘victims’, a category which overlooks differences in terms of gender, caste, class, age or physical and mental ability (Fordham, 1999). The disruptions, thus, defy all existing social differences and stratifications, affecting all and, in a unique way, unifying the communities across boundaries. Being the first to suffer, the affected community rises like a phoenix and also becomes first real time responder in any disaster situation ignoring the inherent differences and stratifications of the community. This ‘community spirit’ or the social capital is thus a crucial strength on which the community balances its existence in a disaster scenario. This research paper based on the Secondary data. In this research paper discuss need, components, case studies; issues and challenges in the Community-Based Disaster Management.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"22 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135510332","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}
Pub Date : 2023-11-01DOI: 10.56397/jare.2023.11.03
Bingquan Jia, Wenhua Ma
This article explores the correlation between higher education quality assessment and teacher professional development. Teachers are the most important resource and supporting force in higher education, and their professional abilities and development level directly affect students’ learning outcomes and educational quality. The quality assessment of higher education plays a guiding role in the professional development of teachers, while the professional development of teachers plays a guarantee role in the quality assessment of higher education. At the same time, there is a mutually promoting relationship between higher education quality assessment and teacher professional development, forming a virtuous cycle that jointly promotes the continuous improvement of higher education quality.
{"title":"A Study on the Correlation Between Higher Education Quality Assessment and Teacher Professional Development","authors":"Bingquan Jia, Wenhua Ma","doi":"10.56397/jare.2023.11.03","DOIUrl":"https://doi.org/10.56397/jare.2023.11.03","url":null,"abstract":"This article explores the correlation between higher education quality assessment and teacher professional development. Teachers are the most important resource and supporting force in higher education, and their professional abilities and development level directly affect students’ learning outcomes and educational quality. The quality assessment of higher education plays a guiding role in the professional development of teachers, while the professional development of teachers plays a guarantee role in the quality assessment of higher education. At the same time, there is a mutually promoting relationship between higher education quality assessment and teacher professional development, forming a virtuous cycle that jointly promotes the continuous improvement of higher education quality.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"12 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112156","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}
Pub Date : 2023-09-01DOI: 10.56397/jare.2023.09.07
Hongkun Jiang, Lei Wang, Jing Liu
The Russian higher education system has undergone significant transformation over the past century, with major changes occurring in the pre-Soviet, Soviet, and post-Soviet eras. In recent years, the system has been shaped by the introduction of the Bologna Process, changes in the structure of degrees, and the emergence of private universities. State funding and student financial assistance have played a critical role in financing higher education, as has the financing of research. Quality assurance measures have been implemented through accreditation of institutions, quality assessment of programs, and ranking of universities. The internationalization of higher education has been promoted through mobility of students and faculty, internationalization of curricula, and collaboration with international partners. Despite progress, the system faces challenges related to demographic changes, brain drain, and the need to develop a knowledge economy. Understanding these dynamics is important for policymakers, researchers, and students seeking to engage with the Russian higher education system.
{"title":"Transformation of the Russian Higher Education System","authors":"Hongkun Jiang, Lei Wang, Jing Liu","doi":"10.56397/jare.2023.09.07","DOIUrl":"https://doi.org/10.56397/jare.2023.09.07","url":null,"abstract":"The Russian higher education system has undergone significant transformation over the past century, with major changes occurring in the pre-Soviet, Soviet, and post-Soviet eras. In recent years, the system has been shaped by the introduction of the Bologna Process, changes in the structure of degrees, and the emergence of private universities. State funding and student financial assistance have played a critical role in financing higher education, as has the financing of research. Quality assurance measures have been implemented through accreditation of institutions, quality assessment of programs, and ranking of universities. The internationalization of higher education has been promoted through mobility of students and faculty, internationalization of curricula, and collaboration with international partners. Despite progress, the system faces challenges related to demographic changes, brain drain, and the need to develop a knowledge economy. Understanding these dynamics is important for policymakers, researchers, and students seeking to engage with the Russian higher education system.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134994873","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}
Pub Date : 2023-09-01DOI: 10.56397/jare.2023.09.06
Ziheng Song
The educational system in China is characterized by a significant disparity in resources between urban and rural areas. This disparity is influenced by factors such as funding, infrastructure, teacher quality, and curriculum. As a result, students in rural areas face limited access to quality education, which negatively impacts their academic performance and can have psychological effects. Efforts to reduce this disparity include government initiatives, partnerships with NGOs and private organizations, mobile learning, and teacher training programs. However, challenges such as limited funding, cultural barriers, and geographical challenges hinder progress. It is crucial for stakeholders and policymakers to prioritize ongoing efforts to address this disparity, emphasizing community involvement, tailored interventions, collaboration, and continuous monitoring. By promoting social justice and equality in education, we can empower students and contribute to national development and socio-economic mobility.
{"title":"Disparity in Educational Resources Between Urban and Rural Areas in China","authors":"Ziheng Song","doi":"10.56397/jare.2023.09.06","DOIUrl":"https://doi.org/10.56397/jare.2023.09.06","url":null,"abstract":"The educational system in China is characterized by a significant disparity in resources between urban and rural areas. This disparity is influenced by factors such as funding, infrastructure, teacher quality, and curriculum. As a result, students in rural areas face limited access to quality education, which negatively impacts their academic performance and can have psychological effects. Efforts to reduce this disparity include government initiatives, partnerships with NGOs and private organizations, mobile learning, and teacher training programs. However, challenges such as limited funding, cultural barriers, and geographical challenges hinder progress. It is crucial for stakeholders and policymakers to prioritize ongoing efforts to address this disparity, emphasizing community involvement, tailored interventions, collaboration, and continuous monitoring. By promoting social justice and equality in education, we can empower students and contribute to national development and socio-economic mobility.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134994874","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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