首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Abstract

The paper describes the setting up and implementation of an initiative in social education in Dudley, jointly supported by Dudley LEA and The Social Morality Council. The programme developed out of earlier work in the authority including the production of a syllabus in social education for 13‐18 year olds and was in direct response to the perceived needs of schools. Work was undertaken in several schools with a special emphasis on establishing links between schools, the community and employers and was monitored by surveying the views of parents, pupils, teachers and employers. The report describes the development of the role of advisory teacher, of involvement of various external agencies, the production of resource materials and summarizes the evaluators’ key ‘findings’ resulting from the project. This information, it is hoped, may be of interest to other schools and LEAs which may be considering a social education programme.  相似文献   

2.
Abstract

Purpose: Capacity development for agricultural research and development is missing an opportunity. Initiatives tend to focus on developing capacity of individuals and even when the ultimate aim is social change leave the transformation of individual into social learning largely to chance. I use the lens of social learning systems, particularly concepts from Community of Practice theory, to explore how that theory can provide practical insights into transforming individual into social learning and the design considerations that would support this.

Design/methodology/approach: Using as a case study a professional development programme, African Women in Agricultural Research and Development (AWARD), I conducted a use-oriented systemic inquiry among 26 AWARD participants, with myself as informed investigator within the system of inquiry. Data from interviews and questionnaires were subjected to qualitative analysis using analytic induction with sensitizing concepts from Community of Practice theory.

Practical implications: I identify strengths and challenges, and provide five design considerations that might enable the individuals participating in a capacity development programme to continue to engage after the programme ends and self-organize for concerted action.

Originality/value: The originality of this research article is the use of the three central Community of Practice concepts of domain, community and practice as analytical tools for understanding individual and social learning among the alumni of a professional capacity development programme. This has value for designers of capacity development initiatives.  相似文献   

3.
ABSTRACT

This article explores the relationship between literacy and oracy in the context of Plazas Comunitarias, a basic education programme in Spanish for immigrants in the United States. I reflect on my experiences as a former Plazas facilitator, analyse key literacy materials from the programme and offer observations on reading aloud in an adult literacy classroom context. Additionally, I suggest that beyond facilitating overall reading development, the Plazas programme fulfils a key literacy function by fostering community building and provides access routes to community-based civil society organisations and key social institutions for immigrant groups.  相似文献   

4.
Abstract

In 1975, the first author became director of a group home for ten delinquent boys. Prior to this time, the home operated on a behaviour‐modification philosophy. But during the first author's directorship, the home operated on the ‘just community’ philosophy stressing moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflicts.

During this ‘just community’ period, residents moved up an average of one‐third of a stage in their reasoning on the Kohlberg moral judgement interview. This advance in stage was comparable to that found in good developmental moral education programmes for non‐delinquent high school youth. Comparison groups of offenders were studied in a secure behaviour modification programme and a secure transaction analysis programme. Insignificant increase in residents’ moral reasoning was found in these programmes.

A moral atmosphere interview was also administered to residents in each of the programmes. The just community programme was perceived as highest on the following dimensions:

  1. 1. Amount of moral discussion and dialogue

  2. 2. Amount of resident power and responsibility for rules and decisions

  3. 3. Amount of concern about fairness of rules and policies

  4. 4. Amount of self‐perceived moral behaviour change

The transaction analysis programme was intermediate between the just community programme and the behaviour modification programme on these dimensions.

Tentative conclusions are advanced with regard to policies for institutionalized youthful offenders.  相似文献   

5.
ABSTRACT

This paper describes the aims, origins and principles of the Australian National Exceptional Teaching for Disadvantaged Schools programme and reflects on findings from its first eight years. As a well-established, mainstream university-based initial teacher-education programme designed to prepare social justice teachers for low socio-economic or high-poverty schools, NETDS has had significant impact on recruiting and retaining high-performing teachers in the schools that need them most. In this paper we discuss how it works, but also outline some of the complexities that arose in trying to design a teacher-education programme with equity at the centre and some of the changes we made along the way.  相似文献   

6.
Abstract

The college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The purpose of this article is to describe the diploma programme as well as exploring students’ sense of belonging to the college community. The diploma programme is located at the School of Education and students trained to work at pre-primary schools, after school clubs and within the field of disability such as self-advocacy. Inclusion has been achievable by adapting the general curriculum and learning outcomes to individual needs, flexible teaching methods and the cooperation between academic faculty members, programme coordinators, student mentors and the diploma students themselves. The diploma students receive academic and social support from student mentors who are other undergraduate students at the School of Education. The collaboration with student mentors has proven to be valuable, expanded diploma students’ social networks and contributed to a sense of belonging. Regardless of various attitudinal and structural hindrances, there is much evidence that the diploma students are not only tolerated but welcomed at the School of Education and belong to the college community.  相似文献   

7.

Based on qualitative research on school and city violence, this article examines three forms of partnerships between community organizations and schools, including youth interventions by social services; community activism; and school liaisons with the police. The article examines how violence-prevention strategies are conceived within a context that includes the formation of policy directed at communities, youths, and schools; social science theories of delinquency; public rhetoric about youth and families; and efforts on the part of community residents, city departments, and social services. The underlying theory-base behind the research can be associated with cultural studies, since it combines cultural and structural interpretations of the topic and analyzes policies according to their processes, in light of their constructions, and in connection with the theories that guide them. It becomes obvious by the end of the article that community-based violence-prevention organizations collaborating with schools are sometimes blocked from doing good work by poor funding, power struggles, and a deficit model of youth. While the partnerships can, at times, help to initiate positive involvement of disenfranchised people, they can also become instruments of city power structures. For their positive and productive work to come out, the interagency and school collaborations must solve the problems that are discussed in the article.  相似文献   

8.
Abstract

FAST-Track is a support programme for pupils with social and emotional behaviour difficulties. It is designed to integrate the school curriculum, social skills training, reading development, parenting skills and home-school liaison. A 3 year longitudinal study is reported in which schools implementing the full FAST-Track programme were compared with those implementing only the curriculum component. Changes in behaviour were monitored using an amended version of the Rutter Behaviour Rating Scale. Results did not show any clear difference between the two groups of schools but did show substantial differences between individual schools, highlighting the difficulty of demonstrating the effectiveness of intervention programmes given the multiplicity of other factors which determine behaviour change. The implications of these findings for the methodology and practice of intervention programmes in this area are explored.  相似文献   

9.

Although sabbatical leave for teachers was suggested in the James Report more than 25 years ago, it remains as much of an unattainable ideal as ever—a sad fact in the light of the message of this paper. What Les Summers tells us clearly illustrates the potential value that sabbaticals might have for teachers: how they might return to school both refreshed and with new and innovatory ideas. The chance to study some schools in Australia enabled Summers to do just this, and he was able to see issues of disaffection here from a new perspective as a result of his experiences. He then went on to develop the idea of a programme which responds to the needs of young school leavers.  相似文献   

10.

In these e-mail exchanges I describe the unique context of reform in the US, particularly the context of the small school district outside the New York metropolitan area that I lead. I describe how the pressures for reform coming from parents and the community lead to competition among schools, and result in micropolitics which spill out into the community. I discuss the challenges facing 'successful' schools where more autonomy is possible and where the team of educators is then empowered to lead the future initiatives. I conclude by describing examples from my own school district of how change can occur when the conditions required to develop a strong learning-centred organization are created and sustained.  相似文献   

11.

In England there has been a marked increase in the assessment of teachers, culminating in the introduction of a performance management policy for schools that calibrates the occupation of teaching from the cradle to the grave. In this article, we raise a number of issues about the consequences of this policy for teachers and teaching in relation to the value system underpinning it, its likely impact on issues of equity and social justice, its implications for accountability and governance, and its potential for reshaping the culture of teaching in ways that will impact negatively on the nature of future community and social relations.  相似文献   

12.
Abstract

A paramount task of religious education should be the exposing and redressing of social injustice. Two of the pervasive and perduring evils of our time are sexism and racism. With their insights into theological authenticity and their skills in both shaping attitudes and inspiring actions, religious educators are in potent positions to effect liberationist change. To do so, they must become comprehensively informed and profoundly committed. They must become transformed teachers of transforming truth.

I have looked at the South's beautiful churches with their lofty spires pointing heavenward. I have beheld the impressive outlines of their massive religious education buildings. Over and over I found myself asking, What kind of people worship here? Who is their God?  相似文献   

13.
Abstract

In the context of a changing society, strategies are required to eradicate the phenomenon of antisocial behaviour. The Aprender a Convivir universal prevention programme tries to provide such a response. This study attempts to test the effectiveness of the programme through a quasi-experimental long-term study carried out over three years in some nursery schools. Of the students who participated in this study (N = 784), those from the experimental group showed significant increases in social competence compared to the control group, and behavioural problems decreased, albeit not in any significant way. To draw conclusions about the effectiveness of the programme, further improvements are proposed to the design of the study.  相似文献   

14.
Abstract

Against the background of public concern over the moral education of the young, the contemporary constructions imposed upon schools in England by politicians, the intellectual forces arising from post‐modernism and the pressures of a pluralistic society are examined. The deep structures and slow‐growing processes which can cultivate a sense of moral values in a human community are related to how some schools have successfully achieved a moral community, in which all are valued and can make a contribution. The personal vocation and professionalism of teachers is fundamental.  相似文献   

15.
Abstract

This article explores the paradox of “race” and U.S. education reform in the 21st century. I consider how the invisible ontology of race and its entangled relationship with class divert our attention from economic inequality and undermine policies intended to redress racial inequality in schools. I conclude that the education research community must unpack its use of “race” and focus on the role of racism in the maintenance of racial caste in America's schools.  相似文献   

16.
Abstract

This paper describes the evolution of the just community approach from Lawrence Kohlberg's earliest educational theorizing to the most recent experimental applications. The just community approach represents Kohlberg's most mature theory of moral education and has been the subject of intense research since 1975. Although Kohlberg initially recommended the discussion of moral dilemmas as a means of promoting moral development, he envisaged a far more radical and comprehensive approach. Inspired by a kibbutz school that successfully combined democratic and collectivist values, Kohlberg and his colleagues initiated a series of experimental programmes in public high schools. Evaluation of these programmes indicates that they establish cultures conducive to the development of socio‐moral reasoning and action.  相似文献   

17.

This article reviews two ethnographic studies in which "disruptive pedagogies" are engaged in public schools, designed to enable youth to work across categories of difference toward a grounded sense of social critique and participation. Respectfully challenging/extending the premises of reproduction theory, it is argued that educational researchers not only need to theorize the means of (re)production by which public schools insure class, race, ethnic and gender stratification, but also to theorize how counter-hegemonic moments in school, in which educators undertake disruptive pedagogies, affect social consciousness and community.  相似文献   

18.
  相似文献   

19.
Abstract

A major challenge for education policymakers and educators globally is the strong and persistent impact of student socio-economic status (SES) on learning. This is a challenge that will not be addressed solely by school-focused reform. However, one policy initiative that could make a positive difference in this regard, and could bring other benefits to schools and communities, is equipping schools to act as hubs for a range of social and health services for their students, families, and communities. Schools as community hubs can not only act to mitigate the impact of poverty on learners, but can position schools at the centre of communities, and build community resilience and capacity.  相似文献   

20.

The specialist schools programme is currently seen by policy makers as a way of transforming the comprehensive education system, and meeting the local needs of parents for diversity and excellence. Insofar as this policy has an evidence-base this has been provided by studies showing higher levels of attainment among existing specialist schools. This article shows that if these advantages occur then there is a danger that they do so at a cost in terms of inclusion. The existing specialist schools have also shown a greater tendency to take proportionately fewer children from poor families over time, especially where these schools are also their own admission authorities. If this trend continues it will exacerbate the pre-existing social and economic segregation in the education system. The article ends by considering some of the implications for school organisation.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号