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1.
Anthony Marker 《Performance Improvement》2007,46(7):45-47
Peter C. Honebein is a business consultant and adjunct faculty member at Indiana University and University of Nevada, Reno, with a Ph.D. from Indiana University. He is the author of numerous articles and the book Strategies for Effective Customer Education. Roy F. Cammarano is a business consultant and a former division president with Premiere Global Services. He has been a contributing editor to Success magazine and is the author of the award‐winning book Entrepreneurial Transitions. Creating Do‐It‐Yourself Customers: How Great Customer Experiences Build Great Companies (ISBN 0–324–31154–0) is published by Thomson Higher Education. This publisher may be reached at 800‐423‐0563. 相似文献
2.
Bana M.S. Banafunzi 《Educational studies》1996,22(3):331-342
Bana M. S. Banafunzi is an Asylum seeker from Somalia, presently living in Ilford, East London. He has a wide administration experience in Somalia. He was awarded a BA in Economics from Somali National University, a post‐graduate Diploma in Development Planning at API, Kuwait and an MBA at the UWIST, Cardiff. 相似文献
3.
Professor Charles Wedemeyer has appropriately been called the father of American distance education; he could also be termed an uncle of the British Open University, having acted as a consultant before the University opened to students. As William Lighty Professor of Education at the University of Wisconsin at Madison he broke the ground for much subsequent research in the field of distance education. His most familiar published work is his book Learning at the Back Door (University of Wisconsin Press, 1981). His long and distinguished career has included the Presidency of the International Council for Distance Education (ICDE), and the award of an Honorary Doctorate from the Open University in 1975. He has attended many ICDE World conferences over the years, and in Oslo in the summer of 1988 gave a viewpoint on distance education for the future. Professor Wedemeyer has indicated that perhaps this paper will be the last he writes in this area; “This does not indicate a lack of interest... but at 77 years... I find it difficult to keep up with the volume of reading alone that must be maintained if I want to write among the best in our burgeoning field’. 相似文献
4.
“HPT has had a significant impact on the instructional design and technology field.”
Cynthia Conn is working on her Ph.D. in educational technology at the University of Northern Colorado
Jacqueline Gitonga is currently working on her Ph.D. in human resource education at the University of Illinois at Urbana-Champaign.
Her research interests are in training and development, instructional design and human performance technology. 相似文献
5.
Lorraine Smith Pangle 《Academic Questions》1994,8(1):33-44
Editor's Note: This essay was delivered at a Carleton University conference titled “Politicizing the Classroom” and will be published with
the other papers by the University of Toronto Press in 1995. This essay is printed by permission of the University of Toronto
Press. 相似文献
6.
Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth 总被引：1，自引：0，他引：1
Beth Hatt 《The Urban Review》2007,39(2):145-166
How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students.
Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through
the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction
is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the
youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their
lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress
agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed.
B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill.
Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she
teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct
in schools and the media. 相似文献
7.
Anna Uboldi 《British Journal of Sociology of Education》2020,41(3):346-360
ABSTRACTA consolidated sociological line of the research allows us to understand the educational advantages of middle-class pupils in terms of the dynamics of reproduction [Bourdieu, P., and J. C. Passeron. 1970. The Inheritors: French Students and Their Relations to Culture, translated and edited by Richard Nice. Chicago: University of Chicago Press; Power, S., T. Edwards, G. Whitty, and V. Wigfall. 2003. Education and the Middle Class. Buckingham: Open University Press]. However, some scholars have pointed out how this process cannot be taken for granted, highlighting the difficulties experienced by youths in reaching academic success [Reay, D., and H. Lucey. 2002. “Carrying the Beacon of Excellence: Social Class Differentiation and Anxiety at a Time of Transition.” Journal of Education Policy 17 (3): 321–336. Doi:10.1080/02680930210127586]. Based on Bourdieu’s perspective, this article will explore the links between low educational attainment, artistic passion, and high aspirations in privileged students. The research is based on in-depth interviews and focus groups with middle-class pupils in two secondary art schools in Milan. It is argued the artistic disposition acts within dynamics of negotiation among different and contrasting expectations. Creativity emerges as a source to perform gendered privileged learner identities. This study on artistic educational pathways can contribute to understanding the process-making of inequalities in creative fields. 相似文献
8.
Irving Louis Horowitz 《Academic Questions》1988,1(3):60-63
These comments were delivered on January 21, 1988 at the American Enterprise Institute for Public Policy Research in honor
of the publication by Transaction Publishers at Rutgers University of the two-volume work by Jeane J. Kirkpatrick entitledLegitimacy and Force. 相似文献
9.
Abstract A Teacher's Guide to the Holocaust is a large, instructional Web site with over 1,000 HTML pages. It was designed and developed by graduate students at the University of South Florida and the staff of the Florida Center for Instructional Technology at the University of South Florida. This article provides background information on the evolution of the site, design considerations, and development issues on the site. 相似文献
10.
Cedric Cullingford 《Children‘s Literature in Education》1993,24(1):53-71
Cedric Cullingford is the Head of the Department of Primary Education at the University of Brighton. Recent books includeChildren and Society, The Inner World of the School, andThe Nature of Learning. Having read and then taught literature at the universities of Oxford, Cambridge, and Toronto, he then developed an interest in the way children respond to literature and the media. Out of this research (as in the bookChildren and Television) grew his involvement in primary education. 相似文献
11.
Currently a lecturer in economics in the School of Economics and Finance at the Queensland University of Technology. Previously
at the University of New England, Macquarie University and Deakin University in Australia. Taught in Zimbabwe after its independence
in 1980. Since returning to Australia, his research into the economics of education in Zimbabwe has been published in a number
of international journals, the most recent article, ‘Effective and ineffective secondary schools in Zimbabwe: a preliminary
study’ (with John Fisher) will appear inInternational studies in educational administration. His other research interests include the economics of crime and corrections and correctional education. 相似文献
12.
MICHAEL SCHAPIRA 《Journal of Philosophy of Education》2019,53(1):111-126
This paper examines the role of normative ideals in contemporary critiques of the university. It begins by suggesting that the normative ideal of the university advanced by Immanuel Kant in The Conflict of the Faculties is particularly relevant to current critiques, as exemplified by a manifesto produced at the University of Aberdeen entitled ‘Reclaiming our University’. The second portion of the paper notes that such critiques cannot however encompass all aspects of the modern university. The paper thus concludes that a Kantian framework enables a narrower, but more powerful critique of New Public Management, which foregrounds issues of legitimate conflict within the university and its institutional reproduction over time instead of speaking to broader concerns about the university's civic/humanist origins 相似文献
13.
Gérard Fourez 《Prospects》1995,25(1):27-40
Ph.D. in theoretical physics from the University of Maryland (United States), graduate in philosophy from the Collège St Albert
in Louvain and in mathematics from the Catholic University in Louvain. At present, he is a professor in the Department of
Science, Philosophy and Society at the University of Namur. He has published several books, includingLa construction des sciences: introduction à la philosophie et à l'éthique des sciences (1988 and 1992), andAlphabétisation scientifique et technique: essai sur les finalités de l'enseignement scientifique (1994). His research interests are concerned with the relationship between ‘science and society’ and particularly between
‘science teaching and society’. 相似文献
14.
We measured student knowledge and motivation at the beginning and end of a three-week general psychology course. Two large
lecture sections (N = 215 and N = 154) were compared; one used a cooperative learning process, and one did not. Student knowledge significantly improved
in both sections, but there was no additional benefit derived from using cooperative learning. Interestingly, student motivation
significantly decreased in the cooperative learning section. With recognition of the study’s limitations, we conclude that cooperative learning has
limited efficacy in large enrollment, compressed courses.
Dawn Vreven is an Assistant Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Brown University.
Her research interests include visual perception and cognition.
Susan McFadden is a Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Drew University. She co-edits
the “Teaching Tips” column for the Association for Psychological Science’s Observer and has published a number of articles on teaching and learning.
This work was supported by the University of Wisconsin Oshkosh’s Scholarship of Teaching and Learning Program. 相似文献
15.
Rankings are part and parcel of the neoliberal agenda in science aiming at increasing the competitive allocation of funds among universities. This article focuses on the decreasing power of renewal in science as a result of this agenda particularly because of its increasingly consolidated stratification of the academic system into élite and mass institutions. A comparison based on data from the Academic Ranking of World Universities of the Shanghai Jiao Tong University between the less stratified German system, the more strongly stratified British system, and the most strongly stratified, though at its heart still diverse US-American system provides a first test of the hypotheses. 相似文献
16.
David Rees 《Children‘s Literature in Education》1988,19(1):42-54
David Rees has written over 20 novels for children and young adults, includingThe Exeter Blitz (Carnegie Medal, 1978),The Green Bough of Liberty (Other Award, 1980), andThe Flying Island, just published. He has also taught at Exeter University and at California State University, San Jose. Rees has published two collections of critical essays on children's writers,The Marble in the Water andPainted Desert, Green Shade, and is currently at work on a third collection. 相似文献
17.
Raymond O'malley 《Cambridge Journal of Education》1971,1(1):26-32
This article was written in January 1970 for The Cambridge Review and appeared in the issue of 29 May 1970. The author had University readers chiefly in mind; the stress would have been differently placed had it been written in the first place for the present journal, but it seemed best to keep the article in its original form apart from small corrections. It is printed here with the kind permission of the Editors of the Review. 相似文献
18.
19.
Graduate in political sciences, University of El Salvador. Post-graduate in education and society, Facultad Latinoamericana
de Ciencias Sociales (FLACSO, Argentina). Co-ordinator for education and society, post-graduate professor of education and
society and of the diploma in social sciences (educational management) for FLACSO. Invited post-graduate professor at the
University of Bologna. Consultant to the OEI, CEPAL and INAP. Professor of educational policy at the National University of
La Plata. Editor of the reviewPropuesta educativa [Educational offer]. 相似文献
20.
Ann Moseley 《Children‘s Literature in Education》1988,19(2):86-93
Ann Moseley is associate professor of literature and languages at East Texas State University and has presented and published articles on children's literature, Western American literature, and composition. She is the author ofOle Rølvaag (Boise State U.P., 1987) and co-author ofContexts: Writing and Reading (Boston: Houghton Mifflin, 1985, 1988). 相似文献