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George H. Rappole 《Community College Journal of Research & Practice》2013,37(4):363-387
Abstract This report presents a summary of the program presented by 16 Texas community and junior colleges for people over age 60 during the academic year 1974–1975. This program, funded by the Governor's Committee on Aging and administered by the Coordinating Board, Texas College and University System, supported demonstration projects to improve the quality of life of elderly Texans through innovative educational activities. The development of these programs and the kind of activities made available are described. The majority of these colleges have subsequently continued programs with local funds, based on their demonstration experiences. This pilot project has helped a number of colleges in Texas enter the field of late-life education and, in turn, is helping the older residents in these communities to have an educational program of their own. 相似文献
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The history of early childhood teacher education in Australia dates back to 1897 with the establishment of the Kindergarten Union Teachers' Training College in Sydney. Since the 1970's, small, specialized, private teachers' colleges in each state have emerged to become part of the national government system of Colleges of Advanced Education (CAE's). These institutions had as a primary goal to teach rather than to conduct research about teaching. CAE's have historically been primarily responsible for vocationally-oriented professional courses of study such as nursing, teaching, social welfare, media and communications, fine arts and health studies. It was in this CAE's system where students were prepared to be early childhood, elementary, and secondary teachers. These programs lead to a three-year Diploma of Teaching or a four-year Bachelor of Education. This approach was based on the Australian pattern of specialized teacher training which was generally provided immediately upon graduation from high school. Universities provided training in early childhood-related areas such as psychology, psychiatry, social work and medicine but did not include specialized early childhood teacher preparation per se (although they do provide secondary teacher preparation). 相似文献
146.
George Veletsianos Royce Kimmons Karen D. French 《Educational technology research and development : ETR & D》2013,61(2):255-278
Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools is limited. In this qualitative study, we address this gap in the literature by reporting the experiences of five instructors who used a social networking platform in their courses. We find that instructors (a) had expectations of Elgg that stemmed from numerous sources, (b) used Elgg in heterogeneous ways and for varied purposes, (c) compartmentalized Elgg and used it in familiar ways, and (d) faced frustrations stemming from numerous sources. We note that the ways Elgg came to be used “on the ground” is contested and contrasts starkly with the narrative of how social software might contribute benefits to educational practice. In addition, we note that learning management systems may frame the ways through which other tools, such as social media and Elgg, are understood, used, and experienced. 相似文献
147.
ABSTRACT The roots of Savate in France stretch back at least 200 years, and there is extensive interdisciplinary research in French showing changing interpretations of its meaning and purpose. Savate is now a globalised combat sports with potential to enter the Olympic Games. To help remedy the lacuna of English-language research, this paper considers: (1) Documentaries and rare instructional literature; (2) online videos and discussions of archival Savate footage; (3) contemporary documentation from the Great Britain Savate Federation; and, (4) ongoing fieldwork in one UK Savate school. Through our multimodal study of printed, televised, digital and physical action, we add to the discussions to the constant reinvention of Savate to a modern, seemingly inclusive combat sport. Using John Urry’s framework of mobilities, we introduce the notion of ‘mobile masculinities’ underpinned by a European sense of relatively elite individualistic cosmopolitanism. Savate provides a rich case study of gender inclusivity in sport – how a previously male-dominated activity incorporates women in positions of power and responsibility and teaches men to acquire elegance in style and elite levels of stamina. 相似文献
148.
The rise of the modern Black Lives Matter movement can be traced back to two key events, the 2012 death of Trayvon Martin and the 2014 death of Michael Brown. Research routinely showed that mainstream media’s narrative choices marginalize and delegitimize protesters and their causes, a pattern known as the protest paradigm. This study provides a longitudinal examination of how the same mainstream media system varied in their coverage of similar events and the degree to which journalists challenged the predicted paradigms conceptualized in other academic work. A content analysis of national newspaper coverage revealed that news before the judicial rulings focused on protesters’ tactics (violence versus peaceful) and changed to the realm of ideas (grievances and demands) after the assailants were considered not guilty of wrongdoing. No progression was found in legitimizing coverage of protests between the two cases. 相似文献
149.
Shandell Houlden George Veletsianos 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1005-1018
Flexible approaches to online learning are gaining renewed interest in some part due to their capacity to address emergent opportunities and concerns facing higher education. Importantly, flexible approaches to online learning are purported to be democratizing and liberatory, broadening access to higher education and enabling learners to participate in educational endeavours at “anytime” from “anyplace.” In this paper, we critique such narratives by showing that flexibility is neither universal nor neutral. Using critical theory, we demonstrate how flexibility assumes imagined autonomous learners that are self-reliant and individualistic. Through relevant examples, we show how such a framing to flexibility is oppressive, and argue that a contextual, relative and relational understanding of flexibility may in fact be more liberatory. Such an approach to flexibility, for example, may involve contextual and relational efforts to relax prescribed curricula within courses or programmes of study. 相似文献