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151.
Scott McLean 《British Journal of Sociology of Education》2008,29(1):91-103
This article presents a concise, historical overview of university extension and continuing education in western Canada. It argues that, over the course of the twentieth century, the major universities in western Canada made three basic claims regarding the purposes of their extension and continuing education units. Prior to 1940, universities claimed that such units extended the resources of the university for the benefit of citizens not enrolled as full‐time students. In the 1940s and 1950s, universities claimed that such units fostered social and economic progress. Since the 1960s, universities have claimed that such units existed to meet the lifelong learning needs of individuals. This article argues that the evolution of such claims reflected ideological and political‐economic developments, such as the rise of wage labour as the primary means of making a living in the region. 相似文献
152.
Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues 总被引:1,自引:0,他引:1
Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task
and scoring system for measurement of students’ informative writing. Participants in this study were 72 fifth- and sixth-grade
students who wrote compositions describing real-world problems and how mathematics, science, and social studies information
could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated
planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling
(MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally,
comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis
with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings
of this investigation are provided. 相似文献
153.
Scott O. Moore 《History of education》2019,48(3):336-355
This article examines Austria’s efforts to reform teacher education during the period of the Dual Monarchy, 1867–1914. It offers insight into the role of teachers in Austrian society and how this role changed over time. It demonstrates that, during this period, teaching became an institutionalised and professionalised occupation. This process of professionalisation brought teachers firmly under state control, leading to conflict between teachers and the Austrian educational bureaucracy. This process also led to the development of a robust network of teachers’ associations to represent the interest of Austrian teachers and to contribute to their professional development. This article utilises documents from the Austrian educational bureaucracy, printed curriculum and pedagogical journals to illustrate that Austrian teacher training reforms offer crucial insight into the development of public education in the late nineteenth century. 相似文献
154.
PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other... 相似文献
155.
Fleur Diamond Graham Parr Scott Bulfin 《Changing English: An International Journal of English Teaching》2017,24(3):266-284
Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices. 相似文献
156.
Scott D. Winnail Lynn M. Artz Brian F. Geiger Cynthia J. Petri Rebecca Bailey J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236
This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research. 相似文献
157.
Sue Brown Scott Harrell Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588
In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation. 相似文献
158.
Promoting Vocational Development: Methods of Intervention
and Techniques Used in the Italian Context
Laura?NotaEmail author Salvatore?Soresi Scott?H.?Solberg Lea?Ferrari 《International Journal for Educational and Vocational Guidance》2005,5(3):271-279
This article describes a Master Educator Series designed to help educators in Italy design and implement comprehensive vocational guidance curriculum. In this “Master Educator” training, a variety of vocational development models and theories are presented. The goal is to provide a broad range of skills in assessment and intervention strategies to prepare educators for developing the curriculum that best fits their unique context. Five curriculum examples are described. Each of these interventions is built around a vocational development topic, including: providing individualized feedback, improving social relationships and connections, using written exercises, and providing mastery and vicarious experiences. 相似文献
159.
PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender
Agnes Zdaniuk Jamie A. Gruman Scott A. Cassidy 《Journal of Further & Higher Education》2019,43(4):467-481
Research on the pedagogical value of providing students with PowerPoint (PPT) slide handouts has produced mixed results. One reason for the inconsistent findings may be that most studies in this stream of research have neglected to examine individual differences. In the current study, we aimed to advance research on the pedagogical value of providing students with access to PPT slide handouts by examining whether self-efficacy and gender influence the effect of PPT slide provision on academic performance. We found no evidence to suggest that the provision of slide handouts has broad, unconditional pedagogical value. Instead, we found that both self-efficacy and gender moderated the extent to which the availability of the handouts enhanced or hindered students’ performance. As predicted, both students high on self-efficacy and males performed significantly better when they were provided with handouts. Conversely, students low on self-efficacy performed significantly worse when the handouts were provided. Female students also trended toward lower performance when the handouts were provided. Additionally, we found that students who were provided with PPT handouts perceived their instructor as more effective, and that this relation was mediated by students’ feeling of preparation. Finally, students also considered the provision of PPT handouts more valuable to their learning and course performance than one-to-one interactions with the professor. Implications for research and practice are discussed. 相似文献
160.
James Scott Johnston 《Educational theory》2007,57(4):469-488
A bstract . In this essay, James Scott Johnston asks what sort of liberalism is best for the educational systems of early twenty-first century, late capitalistic democratic nations, looking at the procedural liberalism extant. Two major models are John Rawls's Justice as Fairness and Jürgen Habermas's Communicative Action. Both owe their foundational movements to Immanuel Kant in various respects, and Johnston therefore examines Kant in those areas both thinkers draw upon. Johnston then turns to Rawls and to Habermas, discussing what is central to their frameworks. Johnston finally claims that neither liberalism will work without due attention to issues critics have raised regarding the distinction between Right and Good and suggests an alternative Kantian model in the conclusion. 相似文献