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 62 毫秒
1.
ABSTRACT

The child‐centred theme of natural development in Rousseau's Emile has exercised a powerful and benign influence on education. Rousseau's proposed curriculum for girls, however, seems extraordinarily illiberal, requiring as it does a rigorous preparation for playing the traditional female role in a male‐dominated society.

It is argued here that such a conservative policy on the education of girls is inevitable in an educational theory which makes a virtue of its empirical foundations. Observational studies of the female's nature and of her needs and interests portray her as society permits or requires her to be rather than as she could or should be. This is a dangerous weakness in influential twentieth‐century versions of child‐centred theory which have embraced a scientific approach in the hope of enhancing their credibility. The full educational development of girls, however, requires a distinctive vision of how things ought to be, a willingness to defend such value judgments, and a determination to intervene positively in the classroom.  相似文献   

2.
Abstract

This article examines the growth of an element of compulsion in UK adult vocational training. It traces a change from learner‐centred approaches in adult education in the nineteen‐sixties and early nineteen‐seventies, to the more employer‐focused ideas promoted by a state dominated and financed system.

It explores the rationale behind the compulsion of adults on to training schemes, but questions the morality and validity of these arguments on the grounds that they will prove counter‐productive to the intellectual developments of the adults concerned in the long term.  相似文献   

3.
Personalisation is an emerging ‘movement’ within education. Its roots reside in marketing theory, not in educational theory. As a concept it admits a good deal of confusion. It can refer either to a new mode of governance for the public services, or it qualifies the noun ‘learning’, as in ‘personalised learning’. The concern here is with its intellectual affinity to child‐centred education, one which the government in England has strongly denied. On balance, the government’s view of personalisation is not of a piece with what may commonly be regarded as child‐centred education. But the strong semantic accord between the terms ‘personalisation’ and ‘child‐centred education’ provokes a question: why does the government not provide a term which unequivocally distinguishes its current ‘vision’ for education from child‐centred education? By retaining the term personalisation, the government purports to do two things: first, because of its focus on personalised ‘tailored’ needs and co‐produced solutions, it adapts education even further to a consumerist society; and second, because the term personalisation strikes a chord with the discourse of child‐centred education, it blurs the fact that little to do with pedagogy or with curriculum has in fact been changed. The term personalisation generates a nostalgic appeal to better times long gone.  相似文献   

4.

Among the chief characteristics of the post‐industrial society are ambiguity and paradox. In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship.

The ‘privatization’ of higher education now includes the imposition on enrolment charges, the re‐introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new ‘self‐contained’ and ‘hybrid’ private higher education institutions.

In response to these developments, debate has tended to centre upon a number of mythologies which inter alia assert that private higher education is new to Australia, that it is foreign to the Western academic tradition and that such education avoids the employment of public funds. Moreover, it is claimed that while private higher education is ipso facto elitist, it will, through competition, result in a more effective and efficient public sector.

The above mythologies are examined in the light of past, present and proposed developments in Australian higher education, with particular note being taken of the establishment of the Bond University in Queensland.  相似文献   

5.
  相似文献   

6.
Abstract

Instrumentalist theories are older than liberal, reconstructionist or child‐centred ones and the concept of progress they embody seems very obvious at first sight: making schools and other educational institutions more relevant to social needs. In open market societies however social needs are even more fiercely contested than are intrinsic educational values or the needs of individual childen. When a social need is politically legitimated in newly closed societies, even resolute instrumentalists may blanch at what is required of schools, as Durkheim's disciples found in occupied France. In contemporary English‐speaking societies the paradox is noted that neo‐Marxists consider educational institutions to be instruments in the hands of the ‘ruling classes’ and to be part of an Ideological State Apparatus (ISA), whereas all those who may be defined as members of such ruling classes bemoan that these institutions are dysfunctional to the needs of industry and commerce and hostile to market societies.  相似文献   

7.
《Support for Learning》2004,19(4):175-180
The challenge for schools, following the Green Paper Every Child Matters (HM Treasury, 2003) and the Special Educational Needs Code of Practice (DfES, 2001), is to enable young people to give their views about matters affecting their lives. Whilst these recommendations are a welcome step to enable the effective inclusion of all young people, whatever their needs, there is little information on how this can be done, particularly in terms of making a young person's presence at a meeting meaningful and one where there is genuine regard for their views. The challenge increases if the young person has limited communication or significant learning difficulties. In this article Julia Hayes describes the development of the visual annual review, a practical, child‐centred planning tool to use in a review at a time of transition for those who may have limited understanding or language. The effectiveness of this method was evaluated following a review. The response was very positive from the staff, the pupil and the parent involved in the study. They felt that it was child‐centred, fun and accessible, whilst ensuring that all professionals had the chance to speak and chart the young person's progress.  相似文献   

8.
This article reports a study of the possibilities of communications networks and electronic mail (e‐mail) in foreign language (FL) teaching. The research model combined FL education and information technologies (communications networks and e‐mail). The study was a multisite ethnographic case study, with elements of exploratory, collaborative, change‐oriented field‐work‐based development research. The Finnish participants included six classes (Form 1 or 2) in three senior secondary schools, with four teachers of English. The foreign participants came mainly from schools in Britain and the USA. Data gathering techniques included a number of various qualitative methods. Introducing a technological innovation into FL classrooms was quite successful. The teachers realized that communications networks would soon be an integrated part of FL teaching, though incorporating them in the FL curriculum called for extra work. There was some change in methods of work, taking the authenticity of e‐mails into account, though the linguistic features of the e‐mails were occasionally over‐emphasized. The lesson format was learner‐centred but somewhat teacher‐monitored. Learners’ autonomous, dyadic and small group work increased, while teachers partly became co‐learners with students.  相似文献   

9.
An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and ideological moral character. The paper then introduces the main innovations in the contemporary reform of the primary moral education curriculum, including lifelong moral education as its theoretical foundation and making the development of children's morality relate to life, with ‘real’ everyday life events as source materials for textbooks. Embodied in the textbooks are some new ideas behind the revised educational objectives, such as putting oneself in another's position, ecological interdependence, ‘win‐win’, dialogue, sharing and diversity. As the curriculum is child centred so the textbooks use a dialogical pedagogy. In conclusion the paper considers ongoing and new challenges for moral education in primary schools to be faced by the curriculum reform.  相似文献   

10.
ABSTRACT

This paper is intended as a contribution towards understanding recent developments in government policy for teacher education by providing an account of the dilemmas and issues the authors are encountering in the course of developing practice in three key areas in the education of teaching. These are: the implementation of school‐based forms of initial teacher education in partnership with schools; the development of higher education involvement in and responsibility for teachers’ professional development in their first year of teaching; the development of profiles of competence by which to evaluate and assess the progress of beginning teachers. Opportunities for the creation of coherent, principled progression in the early years of teaching are identified, as are sources of confusion and tension in current policy changes.  相似文献   

11.
Abstract

Students, quality assessment bodies established by the Government to determine output‐related funding, and other groups in society are placing more and more pressure on tertiary institutions to improve the quality of their teaching practices. Some institutions are responding to this pressure by implementing student‐centred approaches to teaching, where the students and course leaders become equal partners in determining the course work assessment process, teaching methods and learning outcomes. To a certain extent the learning outcomes are set by the Government's quality assessment bodies. However the course work assessment process, teaching methods and interpretation of these pre‐specified learning outcomes, can still be negotiated with the students in a student‐centred manner.

Many disciplines in tertiary institutions currently face, or can expect to face in the future, extremely large class sizes. Many argue that it is not possible to implement a student‐centred approach in the large class setting. Indeed, they suggest that there is a negative relationship between class size and the quality of the learning experience.

This paper examines the application of a student‐centred approach to a final year business studies course involving over 100 students completing their BSc (Hons). A survey of the students at the end of the year indicated that, relative to the other courses being taken by the students, this course achieved an unusual treble: higher levels of student learning, higher student workload, and yet, higher levels of student enjoyment. These results would tend to dispel the myth that student‐centred approaches can only be successful in the smaller class setting.  相似文献   

12.
Abstract

Laboratory schools play an important role in furthering the study of child development and education. Budget cutbacks at universities have threatened the existence of many lab schools, and a growing number are expanding to full‐day programming to develop more consistent sources of funding. As lab schools evolve we must consider how they can best sustain their teaching, research, and outreach missions while managing increased service demands. This article explores one lab school's struggle with balancing academic and service missions while moving to full‐day programming and the lessons learned in the process. Implications for other expanding lab school programs are discussed.  相似文献   

13.
Abstract

Philosophy and schools, children and dynamite, elephants and postage stamps: each has a place, but not necessarily in any natural combination with the other. Whether schools and philosophy belong together depends largely on what we mean by both. To the extent that schools are instruments of government regulation and a mechanism for production of economic subjectivity, philosophy might be welcome as an ancillary technique for enhancing problem-solving skills or helping students to think more logically. If, on the other hand, teachers are concerned to promote education as the development of independent thought beyond the realm of instrumental utility, then philosophy is a vital, and potentially critical, engagement with power, with the way schools function, and more generally with society and its government. With reference to some recent policy moves in education, this article argues that the focus on the economic productivity of education is intensifying, and that as educational institutions become more heavily regulated and monitored, there is little provision for, or toleration of, any form of structural criticism, philosophical or otherwise. The conclusion is that philosophy may have an explicit place within the existing school programmes, but that any philosophy which provides a basis for fundamental change in our patterns and expectations of schooling is likely to be undermined. Commitment to critical philosophy becomes, then, a surreptitious activity on the part of individual teachers, operating outside the official curriculum and frustrated by increasing surveillance and demands for accountability.  相似文献   

14.
Abstract

Education in Australia is a concern of the state. Tertiary education is based on philosophies of utility and political expediency. This is particularly true of technical and further education. To include a liberal education in technical and further education one can not argue for it, perse. A course must be shown to be materially useful and to have a place in economic productivity. This paper makes a utilitarian argument by showing the necessity for people to understand their industrial and economic world if they are to lead productive lives. Vocational education needs to include an understanding of what is common to all aspects of an industrial society. The humanities have a vital role to play, as only the humanities offer experience by means of analogies, metaphors, models, paradigms, ideologies and myths. By understanding these individuals can make well‐informed choices and so map out career and life paths for themselves. In this way they will not become passive victims of rapid technological change, by relying on outmoded traditions, but can help create their own productive world.  相似文献   

15.
ABSTRACT

The paper examines recent developments in food‐focused education following the implementation of the 1988 Education Reform Act. Drawing on data from an ESRC‐funded project on Teaching and Learning about Food and Nutrition in Schools (1993‐4), the paper explores evidence which demonstrates a marginalized and fragmented curriculum for food, and considers its implications. The paper comprises two sections. The first focuses on literature and curriculum documentation available at the start of the research and examines the formal corpus of school knowledge about food. This informs the second section which draws on data collected during case‐studies of four English secondary and primary schools and on what the data tell us about the food curriculum and its implications for transmission in the case‐study schools. Specific examples highlight issues of diversity, ambiguity and contradiction in implementation. Conclusions emphasize the need for greater curriculum coherence in policy and practice and for a reassessment of the framing and interpretation of food knowledge and skills. In the absence of systematic evaluations, schools continue to replicate rather than challenge the contradictions in understandings about food use which are documented features of the adult population in general.  相似文献   

16.
Actor-network theory is a way of describing and understanding the complexity of social change. This article explores its relevance to understanding teacher change in mathematics education by considering a single teacher change narrative. This is centred on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development project. The project had two foci: investigating forms of school-based collaborative professional development in the context of developing a dynamic approach to teaching and learning geometry. Three conceptual tools appropriated or adapted from actor network theory are used to describe and analyse features of this teacher narrative. These are relationality, translation and fluidity. Some implications are considered for developing accounts of, and actions for, mathematics teacher change.  相似文献   

17.
Abstract

Examination results for fifth‐year pupils in six different local education authorities are analysed with a view to establishing what differences in their performance can be assigned to the schools they attend. Using multi‐level models it is shown that, whilst in general the differences between schools are relatively small, the actual size in examination points is certainly not trivial. These differences are estimated for the schools in each LEA. Distinctions are drawn between explanatory models based on information about pupils’ background as opposed to prior attainment; the latter are shown to be more appropriate for comparisons between schools. Amongst the 11 data sets analysed there was little evidence that schools were differentially effective with different groups of pupils.  相似文献   

18.
ABSTRACT

Educational provision and practice is being radically changed in England and Wales and the introduction of the 1988 Education Reform Act is having a significant impact on all aspects of school and post‐school provision. This paper considers some of the developments relating to further education including the issue of inclusive education and the position of special needs coordinators during a time of extensive change.  相似文献   

19.
ABSTRACT

The aims and content of training in special education have been extended in recent years as a result of the practice of integrated education and also the recognition of a larger group of children with special educational needs. Provision in ordinary schools is being seen as the development of whole‐school policies for curricula and organization, including the development of systems of support within and sometimes, across schools. These developments have implications for the training of special education teachers and also for the pre‐service and in‐service education and training of all teachers and for the variety of strategies to be employed.  相似文献   

20.
Abstract

Writing in the January 1986 issue of the Journal of Moral Education, Walkling and Brannigan draw attention to an apparent conflict between antiracist and antisexist education. They argue that antiracists, by accepting demands from sections of the Muslim community for single‐sex and denominational schools, may be seen as inhibiting the emancipation of Muslim girls. We attempt to highlight the conservative implications of their argument and show, among otherthings, that it is premissed upon an impoverished understanding of both antiracist and antisexist initiatives, a simplistic and misleading portrayal of Muslim culture (and in particular family life), and a specious juxtaposition of state education as ‘transformative’ and single‐sex Muslim schools as ‘transmissionist’.  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