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31.
In the early 1980s, the College of Human Resources at Virginia Polytechnic Institute and State University began a visioning process to plan its educational agenda for the 21st century. One of the more pressing issues targeted for educational intervention was community‐based long‐term care. Ten years later, a licensed, Medicaid‐certified adult day health center is fully operational on the university campus, providing a myriad of research, teaching, and public service opportunities for faculty and students. Center design, funding, and programmatic issues are discussed. 相似文献
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Penny Enslin Shirley Pendlebury & Mary Tjiattas 《Journal of Philosophy of Education》2000,35(1):115-130
For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity. 相似文献
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Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献
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Learning Environments Research - Recent and important changes in pedagogy design include flexible learning methods that address student diversity (universal design for learning–UDL) and... 相似文献
37.
Predictors of developmentally appropriate classroom practices in kindergarten through third grade 总被引:2,自引:0,他引:2
Kelly L. Maxwell R. A. McWilliam Mary Louise Hemmeter Melinda Jones Ault John W. Schuster 《Early childhood research quarterly》2001,16(4)
This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices. 相似文献
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Wanta Wayne; King Pu-tsung; McCombs Maxwell E. 《Int. Journal of Public Opinion Research》1995,7(4):353-365
The study extends agenda-setting research by examining issuediversity as a consequence of media exposure. Results from twosurveysone conducted in the United States, the otherin Taiwanillustrate differences in the cultures of thetwo samples. In general, older individuals who find low utilityin advertising information but who read a variety of newspapersand feel a strong civic duty to keep informed believe thereare many important issues facing the United States. Younger,highly educated individuals who have a high interest in politicalnews and who read a variety of newspapers believe there aremany important issues facing Taiwan. 相似文献
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