Philip C. Candy  R.G. Crebert 《高等教育研究与发展》1991,10(1):3-17

Lifelong learning is not only an established psychological fact, it is a compelling political and educational slogan that appeals equally to those concerned with the fulfilment and realisation of human potential, and those who are interested in the pragmatic need to keep up with rapid social and technological change.

A number of recent discussion papers and government reports (see, e.g., Aulich, 1990; Australia Council, 1990; Butler, 1989; Dawkins, 1988; DEET, 1990; Johnson, 1990) have mentioned the concept of lifelong learning as either a cause or an effect of recommended changes in the structure, administration or policy of higher education in Australia.

The purpose of this paper is to examine lifelong learning and to distinguish it from a number of other concepts and practices with which it is frequently associated. The paper then moves on to a consideration of lifelong learning in the Australian context, and in particular in higher education. It is argued that in many instances the rhetoric has outstripped the reality. Yet there are positive signs that notwithstanding the dominant ideology of instrumentalism so prominent at present, there are many initiatives and programs which, taken together, are contributing towards the fulfilment of lifelong learning. It is concluded that Australian higher education institutions are able to realise the ideal of contributing to a learning society, while at the same time being more pragmatic and accountable in aspects of their work.  相似文献   

    

Philip N. Marcus 《Academic Questions》1993,6(4):89-94

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Lydia Plowman  Philip Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):125-134

A preliminary evaluation of classroom use of CD-I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take-up of these systems in the classroom.  相似文献   

    

John Nisbet  Alec M. Ross  Philip G. Altbach 《Higher Education》1994,28(2):283-289

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James D. Deich  Robert W. Allan  H. Philip Zeigler 《Learning & behavior》1988,16(3):268-276

The pigeon’s keypecking response includes both a head-transport (peck) and a jaw-movement (gape) component. Because the two components are mediated by different effector systems, they may potentially be viewed as orthogonal responses. A response differentiation procedure was used to bring gape amplitude under operant control. The procedure employed a conjunctive response requirement in which reinforcement was contingent upon both gaping and key contact. The key-contact requirement was held constant, while the gape contingency was systematically varied to reinforce either decreases or increases in gape amplitude with respect to baseline. The procedure was effective in shifting the gape distributions in both the upward and downward directions and in inducing new gape values that deviated from the baseline in the reinforced direction. These observations indicate that gape may be brought under operant control. However, subjects showed a bias in the differentiation of the gape response, such that larger gapes were more readily differentiated than smaller gapes. The results are discussed in relation to the methodological utility of the paradigm, the problem of biological constraints on learning, and the heuristic utility of a response components analysis.  相似文献   

  总被引：1，自引：0，他引：1  

Philip G. Altbach 《Higher Education》1989,18(1):9-29

The long historical and contemporary impact of Western academic models, practices and orientations on Asian universities in such countries as India, Malaysia, Indonesia and Singapore shaped the nature of higher education systems in these countries. The Japanese colonial impact in Korea and Taiwan is also significant and an interesting variation on the colonial theme. Several Asian countries, including Thailand, Japan and China were not formally colonized, but the mixture of influence on the academic institutions that has developed in these countries reflects considerable Western influence. Contemporary factors such as the international knowledge system, the numbers of students studying in Western nations and patterns of scientific interaction also have a major impact on the growth of universities in Asia.  相似文献   

    

Linda Garner Evans  Judy Oehler‐Stinnett 《Psychology in the schools》2006,43(3):283-295

Children served by school psychologists are frequently impacted by natural disasters. In the United States, tornadoes are a particular threat but have been studied very little. The current investigation developed a scale for assessing posttraumatic stress disorder (PTSD) in children in Kindergarten to Grade 6 impacted by a severe tornado. Six factors were found: Avoidance, Re‐experiencing, Interpersonal Alienation, Interference with Daily Functioning, Physical Symptoms/Anxiety, and Foreshortened Future. Prevalence rates for PTSD symptomology ranged from 34 to 44% for factor scores and 41% for meeting all three Diagnostic and Statistical Manual of Mental Disorder, fourth edition‐text revision (DSM‐IV‐TR; American Psychiatric Association, 2000) criteria; 40% indicated no symptoms. Children's fear during the tornado and damage to their school were related to many factor scores. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 283–295, 2006.  相似文献   

    

Ayelet Lahat  Charles C. Helwig  Philip David Zelazo 《Child development》2013,84(3):955-969

The neurocognitive development of moral and conventional judgments was examined. Event‐related potentials were recorded while 24 adolescents (13 years) and 30 young adults (20 years) read scenarios with 1 of 3 endings: moral violations, conventional violations, or neutral acts. Participants judged whether the act was acceptable or unacceptable when a rule was assumed or removed. Across age, reaction times were faster for moral than conventional violations when a rule was assumed. Adolescents had larger N2 amplitudes than adults for moral and neutral, but not conventional, acts. N2 amplitudes were larger when a rule was removed than assumed for moral, but not conventional, violations. These findings suggest that the neurocognitive mechanisms underlying moral and conventional judgments continue to develop beyond early adolescence.  相似文献   

    

Philip K. Axtell  R. Steve McCallum  Sherry Mee Bell  Brian Poncy 《Psychology in the schools》2009,46(6):526-538

To investigate the influence of an innovative math fluency intervention, 36 middle‐school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc.  相似文献   

    

Philip C. Abrami  Gretchen Lowerison  Eva Mary Bures 《Educational Research and Evaluation》2013,19(4-6):289-301

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