‘The falcon cannot hear the falconer …’. The Pedagogical Turn and the Negative Space of Irish Art Education

Current education policy discourse in Ireland, as elsewhere, is replete with reference to innovation, creativity and enterprise. Meanwhile, the ‘pedagogical turn’ is a dominant motif in current discourse in art practice, curating and critique, in Ireland and internationally. This article firstly considers some of the implications of the ‘turn’ as a concept in art and education. In that context, it goes on to address changing patterns of curriculum design, development and reform in Ireland. Next, it describes the evolution of Irish education policy over the past decade in the context of global experiences. The particular experience of art education in Ireland is then considered in the light of the curriculum culture and the wider policy discourses already identified. Finally, some implications of the Irish experience are addressed, in terms of art practice at the edges of art education, and art education at the edges of education practice.     

Putting the Capital “C” in Community College: Revitalizing A Community While Increasing Enrollment

Strong partnerships and external funding allowed San Jacinto College North to engage a declining community to transform into one valuing education. A community center, training classes, and student support programs contributed to this effort. The results included doubling Hispanic college enrollment, skyrocketing high school graduation rates, and increasing earning power.     

Detecting threshold concepts through Bayesian knowledge tracing: examining research skill development in biological sciences at the doctoral level

Instructional Science - Threshold concepts are transformative elements of domain knowledge that enable those who attain them to engage domain tasks in a more sophisticated way. Existing research...     

Turning a College Around Through Planning,Governance, and Finance

There was rapid growth of Alabama community colleges in the late 1960s. At the same time, there was rapid growth nationally of fire science associate degree programs. With these concurrent events, one would expect fire department personnel in Alabama to benefit from new community college opportunities in fire science and fire administration. Instead, participation in fire science degree programs has been disappointing. Almost 40 years later, most of the fire-related community college programs in Alabama have closed due to low enrollment, while the national trend for fire science programs indicates steady or growing enrollment elsewhere. This article looks at the 25-year period of 1977 to 2002. Reasons for the decline in Alabama fire-related community college programs are examined. During this period of decline, fire chiefs and leaders of the statewide fire associations failed to publicly embrace higher education. The inescapable conclusion is that the expected benefits to the people of Alabama resulting from significantly higher levels of professional training and education programs for Alabama fire fighters and officers have not been realized.     

Peer reporting of coworker wrongdoing: A qualitative analysis of observer attitudes in the decision to report versus not report unethical behavior

An employee who observes unethical behavior by a colleague will often question whether the incident warrants reporting. The purpose of this study was to examine factors that may affect peer reporting of questionable behavior committed by a colleague. One hundred ninety‐seven (N = 197) registered nurses responded to a survey regarding reports of unethical behavior by coworkers. Results revealed that individual characteristics of the observer (such as personal ethics), situational factors (such as severity of the wrongdoing), and organizational issues (such as compliance or non‐compliance with policy and procedures) contributed to the reporting or not reporting of a coworker's wrongdoing. Discussion and implications suggest that various individual, situational, and organizational issues may affect an employee's decision to either report or not report unethical behavior committed by a coworker