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321.
Maureen Tam 《Educational gerontology》2013,39(11):724-731
ABSTRACTFacing the challenges of a fast-growing ageing population – amidst the worldwide trends of declining birth rates and longer lifespans – the Hong Kong government has since two decades ago developed and implemented policies and plans for senior adults in Hong Kong to engage in third age learning, both formally and informally. This paper first argues for a critical need to evaluate the efficacy, adequacy and value of the policy and provision of third age learning in Hong Kong. It then discusses the choice between the functionalist approach and the critical educational gerontology (CEG) approach for a critical evaluation of the content and purpose of education for older adults. In this paper, CEG is conceived to be more comprehensive and robust than the functionalist approach that focuses primarily on learning for self-fulfillment and adjustment to older age. More broadly though, CEG views third age learning from a sociopolitical perspective and takes into account the empowering and liberating nature of learning for and by senior adults. 相似文献
322.
Ms. Mary Alice Delia Ms. Maureen Perrone Ms. Melody L. Gallagher 《Clearing house (Menasha, Wis.)》2013,86(3):112-114
Research suggests that the world is no longer predictable and linear but rather is increasingly characterized by unrelenting volatility, uncertainty, complexity, and ambiguity. The convergence of these disruptive currents threatens the sustainability of contemporary classroom teaching and learning strategies. When an envisioned future and the present are in conflict, fundamental change must necessarily occur to create a new story. The dance of change in classrooms of the future will redefine the traditional role of “teacher as leader” to that of “teacher as enabler.” In tomorrow’s classrooms, the nature of students’ daily work will focus increasingly on skills and tasks that advancing technology cannot do well: higher-order critical thinking, problem solving in novel situations, creative and innovative thinking, and instructional activities that require high emotional engagement with others. 相似文献
323.
This study investigates the sources of mentors’ knowledge about teaching. A mixed-method research design combining quantitative and qualitative data collection methods was used to examine this area. The findings of the study suggest that: mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and, to a considerable extent, from their own personal experiences. The authors argue that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors. 相似文献
324.
The purpose of this study was to cross-validate a model of relationships among social-contextual factors, individual differences, and intrinsic motivation in adolescent students enrolled in required courses (E. Ferrer-Caja & M. R. Weiss, 2000) with an independent sample of students taking elective courses. Female and male high school students (N = 219) completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientation, and intrinsic motivation. Motivated behavior was assessed by teachers who rated the students on effort and persistence in class activities. First, the authors used structural equation modeling to examine model invariance between the original and the new samples, which yielded a lack of equivalence. Next, the authors examined several alternative theory-based models using the elective sample. The results indicated that the data were best represented by a model that separated social-contextual factors, individual factors, intrinsic motivation, and motivated behaviors. The strongest predictors of intrinsic motivation were task-goal orientation and perceived competence. These results are discussed from both theoretical and methodological perspectives. 相似文献
325.
Dorothy Hams's writings have consistently reflected a philosophy that emphasizes the importance of an integrated sport science perspective for understanding females' participation and performance in the physical domain. Her advocacy for a 7ldquo;somatopsychic” approach included a consideration of the sociological, psychological, biological, and physical factors that interact to influence patterns of involvement and performance potential. Although a complete integration of subdisciplines within the sport sciences would be a formidable task, the purpose of this article is to first review selected research findings pertaining to females' sport socialization, psychological development, and biological and cognitive maturation. Then, a heuristic model is proposed as an initial attempt to represent an interactional approach to understanding females' sport participation and as a framework for future research. 相似文献
326.
Maureen O'Brien 《Religious education (Chicago, Ill.)》2013,108(2):142-143
Religious educators who emphasize the public nature and mission of the religious congregation and advocates of national and community service have much in common. Both groups point to a need in the society of the United States to balance the language of individualism and individual rights with a renewed emphasis on communitarian social action. A constructive dialogue between community service‐oriented advocates of school reform and religious educators advocating the social and political nature of being religious addresses a crisis in American spirituality: how can we rouse citizens from our respective secular and religious confessional slumbers. 相似文献
327.
Maureen R. Weiss 《Research quarterly for exercise and sport》2013,84(3):iii-iv
Abstract From each volume of Research Quarterly for Exercise and Sport, the Research Consortium selects one or mwe papem that are outstanding contributions to scholarship and are likely to signifcantly aflect theoy and/or practice. The Selection Committee for Volume 65, 1994, was comprised of Daniel Landers, Chaiq Arizona State University; Penny McCukgh, University of Colorado, Boulder; Gil Reme, Auburn University; Christine Wells, Arizona State University; Richard Magill, Louisiana State University; Allen Jackson, University of North Texas; and Thomas Martinek, University of North Carolina at Greensboro. The RQES Editorial Board has asked the author of the selected paper to preparee a brief retrospective of the development of her research. 相似文献
328.
329.
Margaret M. Quinlan Benjamin R. Bates Maureen E. Angell 《Journal of Research in Special Educational Needs》2012,12(4):224-233
This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors. 相似文献
330.