教育服务项目案例：个性化留学规划助力学生斩获世界Top50名校offer

直播话《留学》第二期:高考or留学?带你走进2527份offer背后的故事

1300+毕业生,2527份offer,其中36%来自QS大学排名Top50的大学,73.8%来自全球Top100院校.2022年6月13日,《留学》杂志八周年线上活动"直播话《留学》"第二期圆满结束,本期直播以"罗斯德OSSD放榜季分享会"为主题,邀请到罗斯德国际教育公司董事总经理兼CEO Michelle Cui以及美国大学理事会国际顾问委员会委员成小凤,共同揭秘疫情之下罗斯德录取数据不降反升的原因,以及OSSD过程化评估是如何帮助学生提升能力,获得理想大学offer的,同时直播中还就观众提出的问题进行了现场回答.

The Quality Revolution in Education

Whether viewed through Deming's 14 points, Juran's Trilogy, or Kaoru Ishikawa's Thought Revolution, Total Quality Management embodies 4 fundamental tenets: primary focus on customers and suppliers, universal commitment to continuous improvement, a systems approach, and top management responsibility. Educational organizations are recreating their work processes, interactions, mission statements, and long-term vision and strategies. (13 references) (MLH)

School-Within-a-School Gifted Programs:Perceptions of Students and Teachers in Public Secondary Schools

The authors conduct open-ended surveys of 530 students and teachers in three publicly funded schools with different approaches to providing a high-ability "school-within-a-school": a gifted program, an international baccalaureate program, and a high-ability program with a science focus. Overall, the authors find that teachers and students in all of these gifted programs express strong satisfaction with their academic programs. At the same time, however, all groups (students and teachers in gifted and regular programs at all three schools) express concerns about the relationship between the special gifted programs and the schools within which they are housed. Based on an analysis of stakeholders' concerns and suggestions in the contexts of the different schools' approaches to integration, suggestions are made for and questions are raised about fostering a positive school climate in secondary schools that offer programming for high-ability learners.

Student support through personal development planning: retrospection and time

This article presents an analysis of higher education students' retrospective meaning making of their experiences of personal development planning (PDP). An earlier study of first year students had indicated that students rarely reflected on their own meta‐cognitive processes and were preoccupied with practical study skill matters, particularly time management. The authors were interested, therefore, in looking at whether students in their final year had developed the ability to reflect on their learning, and which aspects of their learning experiences they felt supported them in these developments. They undertook 20 in‐depth interviews which explored how students approached learning and the supports they had found useful as well as probing specifically about the PDP elements of the course. Their analysis reveals the complexity of students' understandings of their own first‐year experiences: their lack of engagement, and 'faking' reflection and planning by completing 'plans' only after the event. Retrospective realisation of relevance and an increased focus on results and the future shaped their understandings in the final year. The authors draw on theorists of time to explore how understanding the multiple temporalities involved in education might offer insight into the difficulties students experience and their lack of future orientation in the first year. Rather than being simply mundane concerns, time, time management, and perceptions of the present in terms of the past, present or the future illuminate some of the difficulties of reflection and of the projection of future selves implicit in the term 'personal development planning'. Tempo and timing appear to be essential in terms of students' shifting personal epistemologies, their experiences of self as both relatively unchanging and developing, and their capacities to judge relevance and access support.

The One World Schoolhouse

A free, world-class education for anyone, anywhere: this is the goal of the Khan Academy, a passion project that grew from an ex-engineer and hedge funder's online tutoring sessions with his niece, who was struggling with algebra, into a worldwide phenomenon. Today millions of students, parents, and teachers use the Khan Academy's free videos and software, which have expanded t...A free, world-class education for anyone, anywhere: this is the goal of the Khan Academy, a passion project that grew from an ex-engineer and hedge funder's online tutoring sessions with his niece, who was struggling with algebra, into a worldwide phenomenon. Today millions of students, parents, and teachers use the Khan Academy's free videos and software, which have expanded to encompass nearly every conceivable subject; and Academy techniques are being employed with exciting results in a growing number of classrooms around the globe.Like many innovators, Khan rethinks existing assumptions and imagines what education could be if freed from them. And his core idea-liberating teachers from lecturing and state-mandated calendars and opening up class time for truly human interaction-has become his life's passion. Schools seek his advice about connecting to students in a digital age, and people of all ages and backgrounds flock to the site to utilize this fresh approach to learning.In THE ONE WORLD SCHOOLHOUSE, Khan presents his radical vision for the future of education, as well as his own remarkable story, for the first time. In these pages, you will discover, among other things:How both students and teachers are being bound by a broken top-down model invented in Prussia two centuries ago Why technology will make classrooms more human and teachers more important How and why we can afford to pay educators the same as other professionals How we can bring creativity and true human interactivity back to learning Why we should be very optimistic about the future of learning. Parents and politicians routinely bemoan the state of our education system. Statistics suggest we've fallen behind the rest of the world in literacy, math, and sciences. With a shrewd reading of history, Khan explains how this crisis presented itself, and why a return to "mastery learning," abandoned in the twentieth century and ingeniously revived by tools like the Khan Academy, could offer the best opportunity to level the playing field, and to give all of our children a world-class education now.More than just a solution, THE ONE WORLD SCHOOLHOUSE serves as a call for free, universal, global education, and an explanation of how Khan's simple yet revolutionary thinking can help achieve this inspiring goal.萨尔曼·可汗,身为孟加拉和印度移民后裔,他从小聪明好学,展现了出色的数学天赋。他在麻省理工学院获得数学学士、电气工程与计算机科学学士及硕士学位后,在哈佛商学院获得了MBA。在一次对表妹的远程辅导后,他将授课实况制成视频传上网站分享,自此好评如潮。他于2009年辞去金融分析师的工作,专心建设这一旨在为全球学生提供免费在线教育的"可汗学院"。2014年1月,YouTube上的"可汗学院频道"共吸引了163.3万订阅者,观看次数超过3.55亿次。萨尔曼·可汗已成为教育领域的超级巨星,并吸引了可观的资助,比尔·盖茨基金会先后提供了550万美元支持其事业。可汗于2010年入选《财富》"全球40大青年才俊榜",2012年入选《时代周刊》"100位最具影响力人物"。

What proportion of excellent papers makes an institution one of the best worldwide? Specifying thresholds for the interpretation of the results of the SCImago Institutions Ranking and the Leiden Ranking

University rankings generally present users with the problem of placing the results given for an institution in context. Only a comparison with the performance of all other institutions makes it possible to say exactly where an institution stands. In order to interpret the results of the SCImago Institutions Ranking (based on Scopus data) and the Leiden Ranking (based on Web of Science data), in this study we offer thresholds with which it is possible to assess whether an institution belongs to the top 1%, top 5%, top 10%, top 25%, or top 50% of institutions in the world. The thresholds are based on the excellence rate or PPtop 10%. Both indicators measure the proportion of an institution's publications which belong to the 10% most frequently cited publications and are the most important indicators for measuring institutional impact. For example, while an institution must achieve a value of 24.63% in the Leiden Ranking 2013 to be considered one of the top 1% of institutions worldwide, the SCImago Institutions Ranking requires 30.2%.