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Sarah Galloway 《International Journal of Lifelong Education》2017,36(4):458-470
This paper takes up an existing discussion around critical perspectives on adult education, in particular how empowerment and emancipation have been understood. Previously in this journal, concern has been raised with traditional understandings of critical adult education. The problem is that these tend to assume that learners require assistance from experts, be they teachers or researchers, in order to gain understanding of how they are oppressed. The purpose of this paper is to present a deeper engagement with this concern through an examination of how both empowering and emancipatory adult education have been understood and practised. The demarcation is examined in the context of the historical development of critical understandings and practices associated with adult literacies learning, as a significant field of adult education where the idea of empowerment and emancipation has been theorised. The ideas and practices associated with empowering literacies are defended as ways for learners to gain positions from which to speak and be heard, as well as support participation in work, community and family life. Informed by the ideas of Jacques Rancière, there is also acknowledgement that societal inequalities are increasing, necessitating a need to consider how adult education might encourage political transformation and emancipation. 相似文献
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Sarah Nixon Simon Brooman Becky Murphy Damien Fearon 《Assessment & Evaluation in Higher Education》2017,42(5):812-822
This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer cooperation with students. Second-year students (n = 48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase 1 sought their perceptions of feedback. Phase 2 saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language; and a close association with tutors. The emergence of strategies specific to each course is discussed, along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving assessment feedback practices. Outcomes recommended here include changes to practice such as a team approach to feedback development, the content and style of feedback, developing the usefulness of feedback for future work and the need for teams to periodically revisit staff development in this area. 相似文献
908.
Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time‐efficient interventions with these students. Using an experimental design common in field‐based research, the purpose of this study was to evaluate the differential effects of a one‐on‐one (1/1) and small‐group (SG) reading fluency intervention, both implemented with Spanish‐speaking ELLs. Using three forms of data‐analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school‐based practice. © 2011 Wiley Periodicals, Inc. 相似文献
909.
Objectives
The Convention on the Rights of the Child (CRC) was ratified by Saudi Arabia 15 years ago; yet addressing the issue of child maltreatment only began in more recent years. School professionals play a significant role in children's lives, as they spend a great deal of time with them and are hence essential to protecting and identifying those in danger or at risk. The objective of this study is to identify school professional's awareness of child maltreatment and the existing national policies and procedures to examine the extent of efforts made in Saudi Arabia and to activate the roles of schools and school professionals in protecting children from violence and implementation of Article 19 of the CRC.Methods
This was a cross-sectional study, where school professionals from randomly selected schools throughout the country were invited to participate in a self-administered questionnaire.Results
A total of 3,777 school professionals participated in the study. Fifty-five percent of professionals had at least 10 years of work experience. A low-level of awareness of child maltreatment was found in about 1/3 of school professionals. Only 1.9% of school professionals had ever attended any sort of specific training on child maltreatment, though 69.3% of those who had not, were willing to attend future training. With regards to awareness of CRC Article 19 or policies and procedures addressing child maltreatment, only 22% reported being aware of it.Conclusion
The majority of school professionals in Saudi Arabia have a low-intermediate level of awareness of child maltreatment, ratification of CRC, and related national policies and procedures, yet most are willing to attend training programs on this subject matter. Efforts need to be made in the country to fill this gap. 相似文献910.