HIGHER EDUCATION AND OLDER PEOPLE: SOME THEORETICAL CONSIDERATIONS,PART II

In this paper disengagement, activity, lifespan, subcultural and continuity theories of social gerontology are described and criticized. Each perspective is then used to interpret participation in higher education by older students. An argument is made that continuity theory holds the most promise in accounting for older students. A suggestion is made that we need to reconsider the ways we think of older people and stress the positive roles of old age in and of themselves.     

PRELIMINARY FINDINGS ON DESIGNING HIGHER EDUCATION PROGRAMS FOR OLDER PEOPLE

This preliminary study explores how older people think higher education programs should be designed to meet their needs. Findings presented suggest that older people prefer existing college curricula, age‐integrated and group structured education.     

关于发展高等职业技术教育问题的几点思考

高等职业技术教育是我国高等教育事业的重要组成部分。高职教育在现实中要得到广大考生和家长的青睐 ,必须首先以市场为导向 ,调整专业结构 ,按需培养 ,办出特色。其次 ,以经济建设为中心 ,培养高素质的复合型人才 ,达到一专多能。再次 ,大胆探索 ,勇于实践 ,进一步完善办学机制 ,构筑中高职衔接的教育“立交桥” ,用改革的办法解决改革中出现的新问题     

USING SELF‐MANAGEMENT INTERVENTIONS TO ADDRESS GENERAL EDUCATION BEHAVIORAL NEEDS: ASSESSMENT OF EFFECTIVENESS AND FEASIBILITY

A comprehensive self‐management intervention was utilized to increase the on‐task behavior of three African American students within an urban middle‐school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a centralized intervention coordinator for the management of training, implementation, and progress monitoring. Results suggested that implementation of the intervention resulted in improvement in on‐task behavior across all three students; however, problems with inconsistent implementation necessitated that modifications be made to the intervention procedures. Implications for the design and implementation of self‐management interventions within general education secondary‐level settings are discussed.     

RACE, CULTURE, AND THE EDUCATION OF AFRICAN AMERICANS

A bstract .  In this essay, Marvin Lynn explores a range of perspectives on African American education, with particular focus on three works: Black American Students in an Affluent Suburb: A Study of Academic Disengagement , by social anthropologist John Ogbu; African-Centered Pedagogy: Developing Schools of Achievement for African American Children , by teacher education expert Peter Murrell; and African American Literacies , by Elaine Richardson, professor of English and applied linguistics. Lynn draws on Charles Valentine's sociological framework for understanding culture in order to interrogate how the concept of culture is used in these works. Lynn concludes that critical race theory in education — a rapidly emerging discourse on schooling and inequality — may be a useful tool for lucidly framing the conditions under which African Americans are educated as well as the possible solutions to the perennial problems faced by this historically marginalized group.     

论高职教师职业人文素养

高职教师的职业人文素养是高职教师专业成长的重要的品质基础,其主要内涵包括职业认知、职业态度、职业思想和职业方法,具有专业性、内隐性、整体性、渗透性和开放性等特点。强化认知、引导实践和促进反思是目前高职院校培育高职教师的职业人文素养的三个基本着力点。     

现代职业教育体系下“专本”教育衔接模式探析

从现代职业教育体系下“专本”教育衔接的现实背景入手,归纳分析了目前国内“专本”教育衔接模式建设的探索路径,并提出了现代职业教育体系下“专本”教育衔接模式的理性思考。     

智力残疾人的心理特征与职业教育策略

文章根据智力残疾人的心理特点，指出开展智力残疾人职业培训的重要意义，并介绍对智力残疾人开展职业培训的系统方法和具体步骤，提出培训中应注意的几个问题。     

RELIGIOUS EDUCATION OF OLDER ADULTS: HISTORICAL PERSPECTIVES

This article presents a number of historical themes that are relevant to emerging efforts in the religious education of older adults. Drawing on themes in Jewish, Christian, Confucian, and other world religions the author indicates that religious bodies have shown respect for the elderly, especially for their abilities as teachers and counselors. Older adults have pursued learning either by living in close connection with religious communities or in separate institutions under the sponsorship of religious bodies. Religious traditions have urged study and contemplation as suitable activities for their older members. The increased numbers of older adults in religious bodies is a problem that can be turned into educational challenge and opportunity.     

A NEW KIND OF VOCATIONAL EDUCATION

The following is the partial text of an address delivered to the annual convention of Phi Epsilon Pi Fraternity at the Americana Hotel, Miami Beach, Florida, August 28, 1969.     

UNDERSTANDING THE EDUCATIONAL NEEDS OF OLDER ADULTS: A NEW APPROACH

The educational needs of 103 adults aged 55‐75 were investigated. Using an approach that focused on existential needs prior to assessing their educational needs, and adopting a procedure that helped the group to identify their most basic needs, the inquiry found out that the educational needs expressed through this method considerably differed from those found through traditional checklist methods and are closely related with the major problems of older people at and after the retirement period.     

LEADING GROUPS OF OLDER PEOPLE: A DESCRIPTION AND EVALUATION OF THE EDUCATION OF PROFESSIONALS

With the substantial growth of an aging population, professionals in gerontology need to know how to work with groups of older people. Group work has become a popular means of helping the elderly, for example, to cope with losses (support groups) and to engage in social activities with peers (groups in day centers) as well as to support caregivers of dementia patients (caregivers' groups). We started group interventions to relieve loneliness among older people and developed long-term training to enhance the group leadership skills of professionals and to promote their self-reflection capabilities. Our training process consciously took advantage of constructive learning theory and a reflective learning model. The education process used modern activating learning methods to attain its goals. In this article we describe the main steps of this educational process and show the results of the trainees' evaluation, how they experienced the training process, and how the learning objectives were achieved.