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61.
Mary Ryan Karleen Gwinner Kerry Mallan Cheryl Livock 《Studies in Continuing Education》2017,39(3):268-285
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates. 相似文献
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63.
Virginia W. Berninger Ana C. Cartwright Cheryl M. Yates H. Lee Swanson Robert D. Abbott 《Reading and writing》1994,6(2):161-196
Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems. 相似文献
64.
Black Grandmothers in Multigenerational Households: Diversity in Family Structure and Parenting Involvement in the Woodlawn Community 总被引:2,自引:0,他引:2
Jane L. Pearson rea G. Hunter Margaret E. Ensminger Sheppard G. Kellam 《Child development》1990,61(2):434-442
We report here the frequency of black grandmothers' coresidence in households with first-grade children, their patterns of involvement in parenting, and the degree to which family structure and employment affected the grandmothers' parenting involvement in a 1966/1967 community-defined population. Coresidence between grandmothers and their target first-grade grandchildren was found in 10% of the households. The 130 grandmothers' parenting involvement was substantial, second only to mother involvement, and was characterized by 2 parenting activity patterns: control and punishment, and support and punishment. The degree of grandmothers' parenting involvement differed by family structure, with grandmothers in mother-absent homes most likely to be involved. Grandmothers' employment did not moderate their engagement in parenting behaviors. These findings are consistent with previous reports of significant parenting involvement by black extended family members. 相似文献
65.
Umesh Sharma Ann Cheryl Armstrong Laisiasa Merumeru Janine Simi Hannah Yared 《International Journal of Inclusive Education》2019,23(1):65-78
ABSTRACTCountries of the Pacific region are currently undergoing significant reforms. While disability inclusive education has been identified as a regional priority by all member nations, implementing inclusive education in the countries of the region can be quite challenging as many barriers continue to hamper the progress of the countries. Unless the barriers are identified and systematically addressed, it is unlikely that the countries will be able to implement a robust and holistic inclusive education strategy. In this paper, we present possible ways in which the countries of the Pacific could make significant progress in implementing a sustainable inclusive education strategy. We used a collaborative approach of co-examining potential barriers that are likely to impede the growth of countries in implementing a comprehensive inclusive education plan of action. We then identified possible strategies that are likely to result in an improved and perhaps more culturally responsive implementation of inclusive education in the Pacific. The most significant barriers identified by the members included: inadequate teacher preparation, stigma and negative attitudes towards people with disabilities, and limited engagement with the local leaders and key stakeholders. Possible strategies for addressing the barriers are outlined and discussed with possible implications for local, regional, and international researchers and policy makers. 相似文献
66.
Pigeons learned to peck a keylight (S2) when it was paired with a stimulus (S1) that already evoked keypecking. Control procedures showed that S2 acquired control over responding because it was paired with S1 and because S1 had a conditioning history, thereby supporting the claim that S2 was a second-order conditioned stimulus. Second-order conditioning occurred as rapidly when S1 was a keylight as when it was a tone. Test procedures showed that after second-order conditioning, responding to S2 was markedly debilitated by the extinction of responding to S1, indicating that the ability of S2 to evoke a response importantly depends upon the continued ability of S1 to do so. Our demonstration that directed motor action in the pigeon is susceptible to second-order conditioning suggests a new interpretation of conditioned reinforcement in instrumental learning. Our demonstration that the effectiveness of S2 depends upon the continued effectiveness of S1 indicates that S-S associations are formed in this version of the second-order conditioning experiment. 相似文献
67.
Professional journals serve an important function within most disciplines as they offer a mechanism for professional communication. In the field of higher education, research on methodological characteristics of the published literature has been sparse. This study used content analysis to identify the types of research designs and analytical approaches utilized most often in 3 leading higher education journals during 5 recent years. Results indicated that across all 3 journals, most studies used quantitative analyses based on either primary or secondary survey data, though there were some differences among the journals. The bulk of quantitative studies were based on procedures normally taught in intermediate and advanced statistical courses. The results suggest that graduate-level research training may need modifications if higher education professionals are to contribute to or fully appreciate the published higher education literature. 相似文献
68.
Dr. Clelia Pineda-Báez Dr. Cheryl Bauman Dr. Dorothy Andrews 《International Journal of Leadership in Education》2020,23(4):388-414
ABSTRACT The contextual, purpose-driven challenges facing schools and school systems across the world call for creative and innovative responses to revitalize school practices. The process of revitalization will require new thinking, new mindsets within an adaptive school culture and new leadership roles (formal and informal). Often the perception of leadership held within a school is that it is the province of the principal; however, if we move from a top-down model of leadership we can ulitize the capacity of others within to lead the learning. To enable this to happen, teacher leaders need to work with agency and principals need to nurture and grow their formal and informal leadership roles within the school. For many teachers, the question is how they can establish and commit to leadership roles and responsibilities within the school community while remaining in a teaching position. This case study examined the practices of teachers as they experienced leadership across three cross-cultural contexts: Colombia, Canada and Australia. It presents exemplars of teacher leadership in action and provides images of teacher leadership as enacted in addition to an understanding of the factors that were important in supporting their leadership actions. 相似文献
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70.
This paper explores selective literatures in the two fields of action learning and innovation, and seeks insights into the processes of, and connections between, innovation, engagement and implementation. We searched the action learning articles for references to innovation, beginning with the work of Revans, who highlights the innovation paradox, which becomes a key theme of this paper. We searched the very large innovation literature for references to innovation as a learning process and as a factor in organisational learning. The paper surveys the factors said to enable innovation, and briefly outlines some inhibitors, before considering Revans’ contribution to thinking about innovation. This is followed by a consideration of developments in action learning and innovation since Revans. The findings suggest that paradox theory is a useful way of thinking about innovation, conceived of as a practical problem involving resistances and frequent failures of implementation and adoption, and also propose action learning as a means of working with and addressing paradox. A limitation of this study is its lack of empirical data. Further research could usefully interrogate examples of innovation practices and ask such questions as to why innovation remains so elusive, and how innovative capacities and capabilities can be developed and enhanced. 相似文献