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1.
Amelia Peterson 《International Journal of Research & Method in Education》2016,39(3):299-313
ABSTRACTAs a systemic approach to improving educational practice through research, ‘What Works’ has come under repeated challenge from alternative approaches, most recently that of improvement science. While ‘What Works’ remains a dominant paradigm for centralized knowledge-building efforts, there is need to understand why this alternative has gained support, and what it can contribute. I set out how the core elements of experimental and improvement science can be combined into a strategy to raise educational achievement with the support of evidence from randomized experiments. Central to this combined effort is a focus on identifying and testing mechanisms for improving teaching and learning, as applications of principles from the learning sciences. This article builds on current efforts to strengthen approaches to evidence-based practice and policy in a range of international contexts. It provides a foundation for those who aim to avoid another paradigm war and to accelerate international discussions on the design of systemic education research infrastructure and funding. 相似文献
2.
Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency. 相似文献
3.
Tim Jones 《The International Journal of Art & Design Education》1999,18(1):135-142
It is argued, through the example of art education seen from a broad cultural perspective, that the concept of lifelong learning implies common terms of reference for learning in all contexts in which learning takes place, especially in schools, colleges and universities. This implies a common approach to standards at all levels of formal educational provision. The disparity of school art and art in other learning contexts is discussed, and concepts of standards currently in use are examined and found to be highly problematic. The idea of practitioner referenced standards is introduced in relation to standards derived from educational theory and practice. In the case of art these are considered in terms of ‘what it is that artists do; what it means to engage with a work of art at first hand; what people have to say about artists and works of art; and what it means to engage in learning’. Ways of relating these standards to each other and to lifelong learning in the context of a research rationale for an art curriculum are put forward. In conclusion, it is suggested that co-ordination of the current review of the National Curriculum and the developmental work on standards currently being undertaken by the QAA would represent a basis for the establishment of appropriate standards for lifelong learning, although this would require a new level of co-operation between the relevant educational sectors. Such standards would assist in reducing the possibility that lifelong learning could develop as a further isolated and self-justifying educational sector in a divided national educational system. They would also provide an opportunity for post-modern thinking to make a worthwhile contribution to educational debate. 相似文献
4.
Recent research indicates that learning and the academic performance of Mexican-American students are influenced by the interplay of economic, cultural, linguistic, and educational factors. In this work, a household analysis is used to illustrate how students' schooling and academic achievement are influenced by household members' activities at home, in the community, and in the schools. The study reports that a household analysis help us understand the relative weight of these factors in shaping students' school performance, and that it also accounts for differential academic achievement in any Mexican-American community. This household analysis indicates that level of family stability and the social and economic conditions of poor communities are the strongest factors affecting students' learning and academic achievement. 相似文献
5.
Katie Burke 《British Educational Research Journal》2019,45(5):961-978
Home education, or home schooling, is a rapidly growing global educational phenomenon. Given the emphasis that educators, policy makers and researchers have placed upon the arts as an important element in a holistic education, the ways in which the growing home education community are facilitating arts learning warrants consideration. Facilitating quality arts learning has been found to be extremely challenging, especially for generalist classroom teachers who may not possess background learning across the range of arts subjects represented in most arts curricula. Revelations from this study on Australian home educating parents identifies a similar dilemma with the facilitation of arts learning in home contexts, and a significant proportion of the home educating participants acknowledged little to no educational or artistic training. In this project, an online survey was conducted to develop insights into the ways Australian home educators (n = 193) approach arts education, the challenges associated with facilitating arts learning and the strategies they employ in light of these challenges. The research highlights that, while home education is pedagogically unique and distinct from traditional classroom education, the challenges participants expressed regarding teaching in the arts aligned closely with those expressed by classroom teachers in wider research; however, the uniqueness of home education contexts means that support structures for classroom teachers are less helpful for home educators. Implications arising from the research are thus beneficial in understanding the nature of support that might be tailored for arts learning in home education. 相似文献
6.
ABSTRACT Rural Americans often face challenges in education and, as a result, long-term economic stability due to a deficiency in access to digital resources, minimal opportunities for advanced education, and a lack of community support and value placed on educational achievements. This article explores these deficiencies through the theoretical framework of social cognitive career theory (SCCT). Further, by focusing on a literature review of current studies as well as nationally published news articles, potential solutions are discussed, including increased attention from educational institutions, fostering family engagement and support, funding and grants, and technology access and support. 相似文献
7.
Sue Cherrington Anne Macaskill Rhian Salmon Suzanne Boniface Sydney Shep Jonny Flutey 《International Journal for Academic Development》2018,23(4):298-311
Professional learning communities (PLCs) support students’ learning in pre-tertiary education, but have not been sufficiently explored at the tertiary level. Drawing on the literature on PLCs across broader educational contexts, we explore the development of a PLC within our University using analysis of survey responses and through document analyses. Key themes from our data collectively reveal the core features of our evolving PLC – Building community; Ground-up design; Creating a safe space – and demonstrate both the broader impacts of the community and the on-going challenges faced as we seek to develop a sustainable PLC. Recommendations for academic developers interested in the development of PLCs within their contexts are offered. 相似文献
8.
Discerning the purpose of the educational experience aids facilitators in choosing appropriate strategies for teaching gerontology concepts. Using the curriculum positions of transmission, transaction, and transformation, this article explains the assumptions, advantages, and disadvantages of each position and gives examples from community and education-based learning settings. The curriculum positions of transmission (conveying facts), transaction (developing cognitive skills and abilities useful in problem-solving), and transformation (facilitating personal and social change), are sometimes combined to achieve educational objectives. Additional considerations in choosing teaching strategies include knowing the audience and their cultural, social, and developmental backgrounds, learning styles, reasons for participating, and prior knowledge of the subject. The educator's philosophy and professional orientation toward the educative process contribute to creating a trusting learning environment in which learners can meet objectives. Based on research and field tested in educational and community settings, the teaching strategies suggested in this article are applicable in multiple educational contexts. 相似文献
9.
SIGMUND TOBIAS 《教育心理学家》2013,48(1):51-54
This appreciation of Wittrock's contributions to educational psychology suggests that his 1974 article describing generative learning theory was remarkably prescient. In that article Wittrock set the stage for the subsequent paradigm shift from cognitive to constructivist approaches to instruction. Furthermore, his suggestion that schools were the most appropriate contexts for testing learning principles is widely shared among contemporary educational psychologists; it is noteworthy that Wittrock also urged testing these principles in training sites. Finally, Wittrock also emphasized the importance of transfer, prior learning, and the interaction of student characteristics and instructional methods in his generative learning approach, themes that are as important 35 years later as they were when the article was first published. These considerations and Wittrock's dedication to the profession confirm that he was the complete educational psychologist. 相似文献
10.
This article examines the questions of sustaining and extending theory-based educational change reforms, which are designed by laboratories outside of schools and whose motivating theoretical base assumes change in elemental aspects of classroom practice. This article defines sustainability of theory-based reform as more than maintaining current implementation, rather as deepening reforms in ways that allow for flexible response to changes in student, curricular, and school contexts. It draws upon five years of research in schools and classrooms engaged in one of three theory-based reforms to discuss five essential factors affecting sustainability: resources, reformers' learning, knowledge of the first principles of the reform and the support of a community of practice, the principal, and the district. This article then turns to ``scaling up.' Rather than merely replicating structures, extending theory-based reform to new sites requires building compatibility between the normative base of the reform with that in the classrooms, schools and districts in which they are growing as well as the capacity of the classroom, school, and district to see it through. This article suggests three main factors that reform founders must focus upon to scale up their reforms – attention to site selection, a proactive stance toward district contexts, and planned transfer of authority. The article concludes that issues of invention, implementation, sustainability, and scale occur simultaneously when going deeper and broader with theory-based change. 相似文献
11.
As important decisions are being made with regard to educational legislation, policy and provision for children with special educational needs (SEN), it is critical that the views of these key stakeholders are heard and considered. This article reports the perspectives of 38 children and young people with special educational needs on their schooling which formed part of a national review of the role of special schools and special classes in Ireland. Findings from the focus groups and individual interviews point to more favourable support for learning and social issues in special schools and special classes than in mainstream classes. Friendship is a recurrent theme in students' accounts and appears to mediate their enjoyment of school. The implications are considered with reference to research, policy and practice and the authors conclude that educators and policy makers should provide increased opportunities for students to play an active part in matters affecting them. 相似文献
12.
Postgraduate taught provision in Anglophone higher education contexts is becoming increasingly populated by cohorts of students from a wide range of linguistic, cultural and educational backgrounds. However, the voices of these students on their learning experiences remain largely unheard. Little previous research exists on the experiences of higher degree students as they participate in group work in multi-cultural settings. This study investigates the perspectives of students from a variety of educational backgrounds on their experiences of cooperative learning in multi-national groups on a Masters programme at a UK university. Seven focus groups were conducted with students from a range of countries including Confucian Heritage Cultures (CHC) and non-CHC backgrounds. Students perceived group work as often lacking adequate structure, leading to feelings of confusion and insecurity. While it was apparent that a complex interplay of cultural, cognitive, and linguistic factors impacted on the functioning of collaborative learning, the data highlighted the need to provide students with more structure and guidance for cooperative learning environments and the importance of creating intercultural learning opportunities for students to better understand the impact of cultural backgrounds on approaches to cooperative learning in multi-national situations. 相似文献
13.
Brian S. Horvitz 《Community College Journal of Research & Practice》2017,41(6):381-385
ABSTRACTMost research on online learning in higher education has been focused on general education at four-year institutions. There is a need for more research that focuses on online and hybrid education at community colleges in technical education fields. This issue includes articles from eight National Science Foundation funded projects doing innovative work on the use of online and hybrid learning in technical education. Examination of these articles suggests several potential directions for future research in this area including the following: how to choose between fully online and hybrid course delivery; how technical education programs can successfully partner with industry; how to examine and select specific online educational strategies to enhance online technical education; how to sustain innovative online educational programs after grant funding is complete; and how to support nontraditional students in online or hybrid technical education programs. 相似文献
14.
Self-Harm: A Challenge for Pastoral Care 总被引：1，自引：0，他引：1
Ron Best 《Pastoral Care in Education》2005,23(3):3-11
Deliberate self-harm (DSH) has received a considerable deal of recent publicity in the press and through the creation of a National Inquiry into Self-Harm and Young People, and there are grounds for believing that it is on the increase. Little is known about how DSH impacts upon schools or how teachers and support staff respond. This paper begins with seven extracts from 34 research interviews undertaken in 2003/4, which illustrate the experiences of DSH in educational contexts. The complex nature of DSH is examined, and the challenges that it poses for pastoral casework, the pastoral curriculum and the school as a community are considered. Issues raised include the need for training and support for teachers, problems of confidentiality and the boundaries between professional and personal involvement. The paper ends by considering the implications for schools that wish to make better pastoral and curricular provision in response to this disturbing phenomenon. 相似文献
15.
Peter Rushbrook 《Journal of educational administration and history》2010,42(1):33-54
Australian vocational education has a history dating from the late eighteenth century. As Australian colonies and, later, federated states evolved each constructed its own version of vocational education provision. Generally the systems, consisting of community‐based or state‐controlled colleges for the training of operatives, apprenticeships and professional support personnel, were poorly resourced and lacked powerful sponsors to support and promote the education and training of their mostly working‐class students. By the early 1970s Australian governments had developed commissions to supplement the funding of state‐based elementary, secondary and university education systems, even though under the Australian Constitution education remained state‐controlled matter. A reformist federal Labor government at the time consolidated elementary, secondary and university funding but neglected to consider, or even acknowledge, the 400,000 vocational education students not covered by these commissions. Following pressure from vocational education teacher unions, among others, the Labor government established the Australian Committee for Technical and Further Education (ACOTAFE) to address the needs of these students. At ACOTAFE’s first meeting on 25 March 1973, the Minister for Education Kim E. Beazley said, ‘It will be a renaissance in education when technical and further education cease to be Cinderellas in education. It is the role of your committee to bring Cinderella to her rightful role as princess’. ACOTAFE was to be chaired by Myer Kangan from the Department of Labour and National Service. The committee’s published outcomes were referred to evermore as the iconic ‘Kangan Report’ rather than TAFE in Australia: Report on Needs in Technical and Further Education, its formal title. The report gave Australian vocational education a name (TAFE), a philosophy (access to all through lifelong learning) and much needed capital works and infrastructure funding. The paper will outline the circumstances leading to the formation of the committee, its work and its outcomes. Focus will be placed on the influential role of Chairman Kangan in shaping ACOTAFE’s conclusions. A key theme within the paper is the intersection of biography, politics and the economy in shaping policy construction. 相似文献
16.
ABSTRACTFilmmaking education has never been firmly integrated into schooling and in past years has suffered from cuts to funding for formal and non-formal arts education and youth work. It continues to exist only by drawing on creative industry and cultural consumption practices as well as state funding. In this paper, we explore the filmmaking education contexts we encountered while doing our own pieces of year-long ethnographic research. These contexts import ‘enterprising’ ways of thinking, doing and being from the creative workplace and ‘bedroom culture’. Located across life’s domains, they address enterprising subjects who take pleasure in work, make use of leisure and are always learning. We argue that these filmmaking education contexts support young people to develop their private creative practice and introduce them to the possibility of work in the creative industries but, because of the enterprise culture in which they are entangled, uncritically address these young people as enterprising subjects. 相似文献
17.
Biao Idowu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):213-231
This article submits that while the world continues to view education as a human right, it also persists in depriving an important section of it – namely adult learning and education (ALE) – of adequate funding. Located within the lifelong learning domain, which facilitates both the resolution of challenges and adjustment to the vagaries of living throughout a lifetime, ALE is indispensable within the framework of the United Nations 2030 Agenda with its 17 Sustainable Development Goals (SDGs). This article identifies four factors which are currently responsible for the poor funding of ALE. These factors are: (1) the world’s obsession with the provision of school education; (2) the lack of adequate instruments to work out ALE’s returns on investment; (3) the hope that employers will ultimately supply ALE; and (4) the assumption that an expansion of formal schooling will eventually lead to the establishment of literate societies free of inter-generational crises. Since ALE is generally framed as a broad literacy education project, the author undertakes a review of literacy education costing. This leads him to posit that quality literacy education can be supplied at a unit cost ranging between USD 150 and USD 250 annually within any Global Alliance for Literacy (GAL) country. Finally, the article offers four recommendations to increase ALE funding going forward.
相似文献18.
Terrance L. Green 《International journal of qualitative studies in education》2017,30(4):370-387
In recent years, research on urban school–community relations has emerged with renewed vigor and a myriad of suggestions for how to best approach the topic. While most of these suggestions are anchored in positivist and interpretive epistemologies, a growing number of scholars are applying more critical approaches to school–community relations that center issues of equity and unequal power relations. However, these approaches are often perceived as being too impractical for educational leaders to implement. This article thus situates approaches to school–community relations across three epistemologies: positivism, interpretivism, and critical theory to make these ideas more accessible for educational leaders. With a focus on developing educational leaders to work equitably across school and community contexts, this article provides an operating framework for each approach that delineates assumptions, goals, views of families, strategies, and types of leadership. Finally, this article provides an epistemological grounding to propose that educational leaders develop what I call community equity literacy, and concludes with implications for future research. 相似文献
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20.
影响教育虚拟社区中学习动机激发因素的实证分析 总被引：1，自引：0，他引：1
教育虚拟社区中的学习动机是学习者通过自我调节,使自身的内在要求与学习行为的外在诱因相协调,引起和维持学习者在教育虚拟社区中的学习活动,并激励、指引学习者的行为朝向一定学习目标的内部心理状态。在基于课程＂学习科学与技术＂的教育虚拟社区学习实践的基础上,实证分析了教育虚拟社区中学习动机激发的影响因素,通过描述性统计、回归分析、因子分析和聚类分析发现：教师因素、学习者因素、环境因素和文化因素是影响学习者在教育虚拟社区中学习动机激发的四大要素,学习者在教育虚拟社区中学习动机的激发有赖于以上各因素协同作用的发挥,由此提出了影响教育虚拟社区学习动机激发因素的分析模型。 相似文献