对成人教育中政治性教育的若干思考

成人作为已经参与社会公共生活的“公民”，必然同国家的政治架构发生政治关系，对成人教育开展政治性教育有利于和谐社会的构建。成人教育具有现实功能和经济发展作用，因此，在成人教育中开展政治性教育是完全可行的。方法和原则主要是：改变传统的灌输式的教育方法、开设政治学课程、开展思想政治教育，并坚持以人为本的原则。     

University education: a potential health promotion intervention for Australian baby boomers

ABSTRACT

It is forecast that ageing baby boomers will have a substantial impact on future health expenditure. The primary aim of this study is to explore the perceived health benefits of later life university study for baby boomers. An online survey of Australian baby boomers examined their beliefs regarding the health benefits of studying at university in later life and related barriers. Data from 261 respondents revealed the main benefits to be gained from later life university study were improved critical thinking and decision-making skills. The main motivators were personal fulfilment and mental or intellectual stimulation, and financial cost the most important barrier. The results from this study suggest that university study in later life should be considered as a health promotion intervention for older adults seeking mental/intellectual stimulation. Enhancement of cognitive function through such interventions may have significant positive impacts on health outcomes across short, medium and long-term timeframes.     

Mentoring pathways program for first-year education doctor of education students: perspectives of a program redesigned for sustainability

ABSTRACT

Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors.     

"Don't shake the baby": the effectiveness of a prevention program.

The suggestion has been made that a systematic approach to informing all parents of newborns about the dangers of shaking a baby is needed. The purpose of this study was to determine whether an educational campaign about the dangers of shaking a baby could influence parental knowledge, and would be perceived as helpful by new parents. A total of 15,708 parents of newborns in one urban county received a "Don't Shake the Baby" packet over a one year period. Moms ranged in age from 14 to 44 years, and 90% were white. A response postcard in the educational packet was returned by 3,293 parents (21%). More than three-fourths of respondents said the information was helpful to them, and 49% indicated that subsequent to reading the materials, they were less likely to shake their babies. Ninety-one percent said they thought other parents of newborns should read the material.     

Piloting a peer literacy program: Implications for teacher education

To pilot a peer literacy program, a pretest-posttest study was conducted involving seventy (70) students from Arellano High School as tutees and 12 De La Salle University-Manila College of Education students as reading tutors. Though the results suggest the lack of impact of the Program on the Reading Grades of the tutees, the tutors’ journals reveal that the tutors benefited more from the program. The problems in using the National Service Training Program or NSTP as the vehicle in piloting the program were identified and based on this, the study suggests ways to improve the content and delivery of future NSTP Peer Literacy Programs.     

Rescuing the baby from the bathwater: how gender and temperament (may) influence how child care affects child development

Children's temperament and gender, combined with type, quality, and amount of care, likely influence differences in development and should not be overlooked in studies of child care effects. Research is consistent with this view, although definitive studies have not been carried out. Most notable, children's stress responses to full-time, center-based child care differ, and these differences are associated with emotional tendencies that may precede their entry into care. Changes in full time, center-based child care are needed to reduce stress experienced by some children and their providers, using information about what is happening at home and in family day care settings, where typically cortisol-linked stress does not increase during the day, to guide efforts.     

Changing aims of computing education: a historical survey

Computing education has been an important and sometimes contentious issue ever since the advent of modern computing. Debates about computing education have closely followed job markets, technological development, academic interests, societal concerns, and changes in the perception of computing. The themes in computing education debates can be characterized by emergence and formation, standardization and organization, accommodation to change, and divergence. The focus of computing education has expanded outward from the computer to programming, algorithms, and information, as well as to the organizational, social, and cultural environment of computer systems.

This survey gives computing education researchers an overview of some of the central issues and disputes in computing education over the brief history of modern computing. The survey highlights the emergence of educational initiatives, concepts, joint efforts, and institutions of computing education, and outlines the relatively short history of computing education research. The survey is structured around four overlapping themes: computing education as technological training, as training for software development, as a central element for the field’s academic recognition, and as training for computational problem-solving in any domain of knowledge. Each theme has played a role throughout the history of modern computing, but their relative emphases have changed over the years.     

A roadmap for forming successful interdisciplinary education research collaborations: a reflective approach

Current literature about interdisciplinary education research is focused on three points: conceptual definitions of interdisciplinarity, the need for interdisciplinary research to tackle the advent of problem-based research and the positive curriculum outcomes to be gained from interdisciplinary research. While this research is important, it does not always include an account of the often complex and politicised interactions that might affect the outcomes of interdisciplinary research groups. This paper provides one possible ‘roadmap’ for successful interdisciplinary collaboration. It is based on a reflective case study of the authors’ own formation of an interdisciplinary research group and the practical resolutions to both the theoretical and the practical issues involved in achieving interdisciplinarity in education research.     

The internship component of a teacher education program: Opportunities for learning

Abstract

Many preservice teacher education programs in recent years have increased the amount of time student teachers spend in field placements by adding an “internship “ component. An internship is typically longer than a practice teaching session and is designed as a bridge between being a student teacher and having full teaching responsibilities. This study explored the effect of an internship that had three key features: the interns were free to choose the nature of their field experience, no formal evaluation was involved, and the interns were attached to the school (or other institution) as a whole rather than a particular staff member. Under these conditions, the interns could (a) go more deeply into a specific teaching area; (b) gain greater knowledge of school culture; (c) become more familiar with school‐wide programs and activities; and (d) learn more about their distinctive interests and abilities as teachers.     

Advancing the case for creativity through graduate business education

We describe an MBA course focusing on creativity and innovation in organizations. Drawing on the creativity literature and experiential learning theory, the theoretical foundations of the course are discussed. Core aspects of the course include reading articles from academic journals and business periodicals, engaging a wide variety of experiential activities, keeping a personal journal, and completing two individual projects. We sought to understand the effect of the course on students’ perceptions of the importance of creativity for organizations, their own creativity and self-perceptions of creativity, as well as their perceptions of the utility of journaling. Data were collected at the beginning and end of the course to examine these issues. The results suggest that the course had a positive influence in each case. These results are discussed and thoughts for future research are provided.     

Peer coaching: a constructivist methodology for enhancing critical thinking in postgraduate business education

Peer coaching (PC) is one experiential learning method that can be used to enhance the depth of learning in managerial education. The paper explores the concept of peer coaching, and reports on the experiences of 43 students who participated in a PC program as part of their postgraduate management education. Powerful learning effects are reported by participants, and characteristics for successful PC relationships are examined.     

Evaluating a flood-risk education program in the Netherlands

Despite the importance that is attached to flood-risk awareness and preparedness in the Netherlands, Dutch students show low flood-risk perceptions and preparedness intentions. This study focused on evaluating the effectiveness of a flood-risk education program that aimed for the enhancement of 15-year-old students’ flood risk perception as well as their preparedness intentions. The experiment consisted of a pretest/posttest-design with an intervention group and a control group in a particular area in a flood-prone area in the Netherlands. 271 students participated in this study. As expected, the results showed that the intervention caused increases in risk perception while perceptions of fear and trust remained the same. However, preparedness intentions did not change. Strategies to improve flood-risk education are discussed.     

On babies and bathwater: A non-ideological alternative to the Mahner/Bunge proposals for relating science and religion in education

While Mahner and Bunge grant that questions of religion cannot be completely overlooked in a modern educational curriculum, their practical proposal for handling them by teaching so-called scientific treatments in terms of such disciplines as anthropology, psychology, sociology, etc., is flawed, since such treatments almost always contain ideological assumptions, usually radically non-religious but often concealed. This is moreover a matter for concern not only for religious believers, but for all who recognize that emotional and existential issues are as important in life (and hence of as much cognitive value) as scientific statements. A dialogue-based alternative is proposed, whereby representatives of religious, spiritual and non-spiritual positions are invited to present and defend their views in honest discussion, the only approach truly compatible with a multi-cultural society.     

Nudging in education: from theory towards guidelines for successful implementation

European Journal of Psychology of Education - Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also...     

Hawks and baby chickens: cultivating the sources of indigenous science education

In this response to Hewson and Ogunniyi??s paper on indigenous knowledge (IK) and science teaching in South Africa, I seek to broaden the debate by setting the enterprise of integrating IK into science education in its cultural and socio-political context. I begin by exploring the multiple meanings of indigenous knowledge in Africa, next consider the sources available for accurately apprehending those different varieties of IK and then raise three issues of procedure that the Hewson and Ogunniyi approach seems largely to overlook: the varying meanings and styles of argumentation in African culture; the relevance of more participatory and discovery-based modes of inquiry to their topic; and the critical importance of grasping the socio-political terrain on which IK must operate. I conclude that, while their initiative opens valuable new paths of inquiry and practice, the proposed methodology would benefit from more solid grounding in discovery learning, African styles of debate and a clear mapping of stakes and stakeholders.     

Feasibility study of the calm baby gently program: An educational baby book intervention on safe practices related to infant crying

BackgroundAbusive head trauma (AHT) is a preventable form of child abuse.ObjectiveThis project used a mixed method design to assess the feasibility of the Calm Baby Gently educational baby book intervention for promoting safe practices related to infant crying in an effort to prevent AHT.Participants and settingThree pediatric practices participated between June 2016 and January 2018, including 1045 caregivers who attended their infant’s 2-month well-child visit.MethodsPediatric providers gave the educational baby book to caregivers at the 1-month well-child visit. Caregivers completed a survey at the 2-month well-child visit on their use and satisfaction with the book and responses to infant crying. Thematic analysis of qualitative feedback was performed. Responses to infant crying were compared quantitatively between caregivers who had and had not read the book.ResultsOf the 819 caregivers (78%) who received the book, 92% (754) read it, and 51% (421) had another caregiver read it. Caregivers considered the book approachable, understandable, validating, and helpful for improving knowledge and skills related to infant crying. The book was rated more helpful by caregivers of younger age, male gender, and non-white race. Controlling for age, gender, and race, caregivers who read the book were more confident (p = 0.033) and had more knowledge on how to respond appropriately to infant crying (p = 0.019) than caregivers who had not read it.ConclusionsCalm Baby Gently is a feasible and well-received AHT prevention program. Randomized controlled trials are needed to better understand its impact on knowledge, behavior, and AHT rates.