Rethinking Retirement in the Context of an Aging Workforce

As the baby boomers begin to retire in great numbers later this decade, there will not be enough workers in younger age categories to replace them. In this review, an attempt is made to integrate the demographics of an aging workforce with the projected economic revitalization. Implications are discussed regarding the concept of retirement and the paradox of an oversized generation preparing to retire in the context of extended life expectancies and projected worker shortages.     

Towards a general model of quality assessment in higher education

In this article a number of elements of a general model of quality assessment in higher education are presented. On the one hand these elements are put in a historical context of quality assessment in Medieval universities and, on the other hand, deduced from the recent experiences with quality assessment in both North-American and Western European countries. With respect to the historical context a distinction is made between the intrinsic and the extrinsic values of higher education. Two types of quality assessment related to these values are also distinguished. Concerning the recent experiences with quality assessment systems, the practices in the U.S.A., Canada, France, the Netherlands and the United Kingdom are explored. In the final section the general mode of quality assessment is discussed in the context of the distinction between the intrinsic and the extrinsic values of higher education.     

Styles of Counselor Supervision as Perceived by Supervisors and Supervisees

The purpose of the present study was to evaluate the preferences of supervisors and supervisees for 4 styles of counselor supervision and the perceived frequency of use of the 4 styles during a 10‐week supervision experience. The styles are labeled directive teacher, supportive teacher, counselor, and consultant. Data collected using 90 doctoral student supervisors and 168 master's‐degree student supervisees showed significant correlations among the styles. Implications for the process of counselor supervision are offered.     

全民健身与高校体育教育改革

高校体育教育作为全民健身计划的重要环节,是顺利实施这个“计换应的改革,改革高校体育教育的观念,内容和教学方法,以适应新时期社会发展对高素质人才的要求和全民健身在高校中的全面开展和实施.     

Digital resource developments for mathematics education involving homework across formal,non-formal and informal settings

The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.     

Expectations for college and student persistence

Tinto postulates that students enter college with expectations. If these expectations are unmet, there is early disenchantment with the social and academic communities. Such disenchantments hinder academic and social integration which, in turn, influence subsequent institutional and goal commitments and ultimately student departure. These formulations are tested in a multi-institutional study of 263 first-time freshmen who entered four-year colleges and universities. The findings indicate that both academic and social integration are positively influenced by the meeting of expectations for academic and career development. Social integration is positively influenced by expectations for opportunities for personal involvement, but negatively affected by expectations for a collegiate atmosphere. Indirect effects on intentions to remain in the focal college are indirectly influenced by collegiate atmosphere and academic and career development. Implications for enrollment management and the development of linkages between theories of college choice and student departure are drawn.An earlier version of this article was presented at the annual meeting of the American Educational Research Association, Atlanta, GA, April 12–16, 1993.     

Controlled study of the impact on child behaviour problems of intensive interaction for children with ASD

Pupils with autism spectrum disorder (ASD) received 6 months of intensive interaction or treatment as usual. They were assessed for behaviour problems at the start and end of the period, and changes were related to child and parent factors. Intensive interaction did not offer any greater advantages to child behaviour than treatment as usual. However, intensive interaction was more effective for pupils with less challenging behaviour. Levels of depression in mothers were related negatively to changes in child behaviours. These data suggest that intensive interaction may be of limited utility for reducing problem behaviours of pupils with ASD, but that the approach could be effective with less behaviourally challenging pupils and that levels of parent distress may reduce its impact.