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Since the beginning of bilateral aid giving in the aftermath of the Second World War, the motives for aid giving have changed from being purely political and humanitarian to a mix of different interests. While poverty reduction is frequently stated as the goal of aid giving, it is commonplace for donors to use aid to advance their national interests. The rise of new, emerging donors is creating discussion in both the political and academic fields of aid giving. Traditional or western donors see emerging donors, such as China’s efforts in aid-giving as seeking the natural resources of the recipient countries. This paper provides a historical analysis of the aid-giving motivations underlying an emerging donor, China, and a traditional donor, France. The motives for China’s and France’s aid giving to African countries, with special focus on Guinea, show a great number of similarities.
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Colloquially, Guangzhou is known as the ‘Factory of China’,and, in many respects, it may be one of the great factories of the world. Located in the Guangdong Province in Southern China, Guangzhou is an exemplar of twenty-first century metropolis. It is home to over 14 million residents and is in a state of extreme growth. Old farmlands encircling the city are incentivised, through government subsidies, to build apartment complexes that can accommodate the rapid growth as the city develops. The city is home to migrant population—from the rural areas of China that is larger than the entire population of Perth. The middle classin Guangzhou is outpacing the growth of middle classes in Australia and the US. Factories, shipping ports, apartment blocks, malls, and urban farms are mixed in a tightly knit tapestry across the city. ‘Guangzhou Places’ is a series of short videos that present viewers with a glimpse of urbanisation that is akin to app development. Guangzhou is a ‘beta city’, an environment
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Macau Special Administration Region (Macau SAR) is in the process of revising legislation concerning special and inclusive education. While the institutional discourse revolves around establishing inclusive education, it is unclear as to how the proposed changes will enable or depress this from occurring. This research, therefore, examined teachers’ attitudes towards inclusion as an indication of how well the new legislation may be received. Specifically, it investigated the interplay between 508 teachers working in private schools in Macau, that identified themselves as being inclusive schools, and teachers’ sentiments and attitudes towards the acceptance of inclusion and the role that Confucian values might play in shaping these attitudes. Discussion focusses on four key outcomes that need to be addressed if a significant improvement in including all children in regular schools in Macau is to be achieved. These include the need (1) to clarify the concept of inclusion at government, school, and teacher levels as it currently has ambiguous meaning; (2) to provide teachers with more opportunities to have systematic contacts with students with SEN, as this is crucial to improving their sentiments and attitudes toward people with disability; (3) to provide professional learning about inclusive education with better partnerships between teacher education institutions and schools to bridge theory and practice; and (4) to review the hidden influence of the subtle levels of time-honoured Confucian beliefs in Macau, which are not manifest nor easily detected but possibly have a deep impact on day-to-day practices.
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In an inclusive education system, educators engage with increasing their understanding of individual differences, especially in regard to learning, and develop and adjust learning and assessment tasks and contexts in ways that make them accessible and appropriate for all students regardless of starting ability levels, interests, learning strengths and weaknesses. In inclusive schools, diverse approaches to learning are valued and all learners are challenged and supported to be successful in their learning goals. Macao has begun the journey to develop an increasingly inclusive education system. This book has been written as the journey is beggining and explores some of the different perspectives twoard inclusion and interpretaions of "inclusive education" within Macao's education systems and the wider community at this time. The main aims of the research presented in this book are to understand the different views and roles of staff in Macao schools and in the wider community. The book raises questions about how inclusion in Macao might unfold and identifies areas where efforts may be needed to progress inclusive education.
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Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.
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