This article considers the impact of the New Public Management culture on Irish education and calls for a debate in relation to the prevailing bureaucratic model of accountability. The influence of the Lisbon Agenda (2000) on education planning is identified and the 2005/7 Education Strategy Statement is analysed using the relevant OECD framework. This analysis reveals the preponderance of macro policy objectives over individual learning objectives. The implications of this finding are considered in the case of two of the five goals of this Strategy Statement, those dealing with the personal and social goals of education and education quality. The paper calls for alternative indicators that will achieve balance between process and product, between responsive and contractual accountability and between individual and system outcomes. Some hopeful developments are identified. 相似文献
This paper responds to Wassell and LaVan’s paper on the transition from a preservice coteaching experience to independent
teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching.
In our response, we argue that coteaching can also be applied alongside independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to
alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different
models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching.
We attempt to extend Wassell and LaVan’s use of Guba and Lincoln’s (Fourth generation evaluation, 1989) authenticity criteria
from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice
and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan’s study in terms of
the researchers’ intervention and whether improvements in the transition can be effectively introduced which do not require
such intervention. We conclude our discussion with some suggestions to take forward this important work.
This study examined the role that health librarians could play in helping patients to find information. A questionnaire survey was sent out to 50 health librarians in the north-west of England. It examined the following: the type of library and users, access to information for patients, librarians' attitudes to provision of information to patients and their knowledge of other sources available to their users. Ninety-seven per cent of librarians said that they could recommend quality information sources to patients, but many suggested that there were practical problems in allowing patients to use health libraries due to lack of appropriate resources, facilities and funding. Advantages of health library involvement in patient information include having a local point of contact for patients and the ability of librarians to find, evaluate and organize good-quality resources. However, health library staff may not have enough time to answer enquiries from the public and may lack training in dealing with patients. Innovation, especially in developing on-line services, could offer a way to provide a service without overloading the physical requirements of a library. Librarians could also collaborate with other staff to improve patient information. 相似文献
Diversity is what makes a person unique, with the intersection of diversity characteristics potentially a strength or a barrier to accessing healthcare, and thereby affecting health and well-being outcomes. Many older people with diverse needs are not accessing appropriate services to meet their needs, leading to suboptimal health and well-being. Community aged care workers are at the frontline, working with diverse older people with complex needs; yet there is a dearth of training available in this sphere. This paper outlines the development and pilot evaluation of a diversity training workshop for managers and frontline community aged care workers. The aim of the workshop was to empower the workforce to support increased participation of older people with diverse needs in their own care, to ultimately lead to their improved health and well-being.
Workshop development was underpinned by sound education principles, a competency framework and research evidence. First iteration of the workshop underwent pilot testing with three groups, two in metropolitan Melbourne (n = 31) and one in regional Victoria (n = 10), Australia. Feedback was gathered via an independent observer (field notes), pre- and post-workshop surveys, and phone interviews with participants 3-month post-workshop. Pilot data and feedback informed changes to workshop content (type of knowledge, application of knowledge and skills), workshop structure and androgogical (adult learning) approach.
An evidence-informed diversity training workshop was developed through an iterative process, with the aim of enhancing knowledge, skills and attitudes of community aged care workers. This approach has developed a workshop that aims to better meet the needs of an aged care workforce, so that they may better support older people with diverse needs to increase engagement and participation in their care, optimizing their health and well-being. 相似文献
This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially
the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation
as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical
frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological
theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the
chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from
the point of view of other theoretical viewpoints.
“Original” in the sense of having been developed specifically for research in mathematics education and not borrowed from
other domains such as psychology, sociology, etc. 相似文献