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121.
In this overview of non-vocational adult education and the training of its professionals we seek to provide a map of existing provision through secondary analysis of existing data. The territory is a complex one with a range of providers and considerable blurring of the vocational and non-vocational divide. Further, because of devolution within the four countries of the UK, there are certain relatively minor differences in the four administrations. Where these are of some significance, they are noted, but in general the specific focus is on England. Our analysis is based on data gathered as part of the Europe-wide ALPINE survey. Our secondary data are augmented by personal interviews with key informants representing different parts of the adult education sector. 相似文献
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MICHAEL J. COUGHLAN 《Philosophical Books》1987,28(4):244-246
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MICHAEL DUANE 《English in Education》1970,4(3):63-73
Asked to contribute an article on reading and the disadvantaged pupil Michael Duane, ex-Headmaster of Risinghill, now lecturer at Garnett College of Education, writes: 'If the article appears to spend little time on the actual process of reading, it is because I believe our preoccupation with the techniques of teaching reading— i.t.a., Look and Say, etc .— to be totally misconceived and a diversion from what should be our real preoccupation, viz. the provision of lively and interesting experience for children and of talk arising out of that experience.' 相似文献
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RICHARD R. WHITTLESEY MICHAEL E. OSBORN JOHN L. HIPPLE ALLEN R. VANDERWELL 《Counselor Education & Supervision》1971,11(2):137-146
This article describes incorporation of the goals of personal growth, knowledge of group process, and application of process groups in professional settings into a course designed and taught by doctoral students under faculty supervision. Evaluation of the course was accomplished through measures of authoritarianism, self-perception and nature of interaction with others, and comparison with other graduate courses. It was concluded that the goals were appropriate and achievable. Evidence that students participating in the course tended to respond more freely and openly to each other, in addition to self-reports of personal and professional growth, justified the continuation of similar courses in the curriculum. 相似文献
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This study concerned the identification of an optimal moderator within a test battery for enhancing prediction of first semester engineering grades for 522 college freshmen. Moderated multiple regression disclosed high school rank (HSR) as the best moderator of SAT-M, the best predictor, in both a validation and hold-out group. SAT-M overall validity of .39 was increased to .53 and an overall R of .47 was raised to .61 when only those highest in HSR were considered. 相似文献