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1.
Abstract

The increasing demand on nurses to adopt the roles and responsibilities of full professional status have been reflected in nurse training by the move into higher education. However, while there are undoubted benefits to this move, the authors believe that it has been at the expense of student involvement in their courses and a widening of the gap between theory and practice.

This paper presents three strategies for addressing those problems. Firstly, the authors argue for a student‐centred humanistic approach to education within the constraints of a curriculum for professional training. Secondly, they present a strategy for narrowing the theory practice gap through the use of reflective practice. Finally, they outline an approach to continuous and ongoing course evaluation in which findings are immediately applied to produce a flexible and responsive curriculum. The paper concludes by arguing that this broad approach could be successfully employed in any professional training within the further and higher education framework.  相似文献   

2.
This paper argues that recent English education policy has been influenced by external, economic and political factors, rather than founded on a valid understanding of how children's learning actually takes place. I will argue that the ‘performance’ model of education that has dominated the 1990s is inadequate in terms of its implied model of learning. I will review socio-cultural theory and propose it as a more valid conceptualisation. At some point in the future, I believe that the performance model will begin to collapse. An important task for researchers and practitioners is therefore to prepare a more secure alternative.  相似文献   

3.
Editorial     
Abstract

While the idea of crisis is prevalent in the post‐war Anglo‐American literature an higher education, it can also be argued that our higher education systems have achieved a great deal during this period. We need to ask, therefore, whether the identified crises are real or not. And, if not, we should consider why academics prefer to see crisis in so muck of what they do.  相似文献   

4.
Abstract

This paper follows the theme of part one in that it sets out to discover if the history of outdoor education provides its modern exponents with a legacy of prescribed conservatism or alternatively a form of education which embraces, or is capable of embracing, diversity of theory and practice. Focusing on local authority residential outdoor education centres it begins with the 1970s through the 1980s and ends with the 1990s.

Secondary sources are used and include government and civil service education circulars as well as the body of literature that relates to outdoor education. The paper analyses how discussions of philosophical underpinnings and aims, together with the public perception of safety and risk came to influence the practice of outdoor education. This leads to a discussion of terminology and the role of outdoor education as a curricular subject. The influence of market forces on the provision of outdoor education and the increasing call for cost effectiveness is analysed in relation to the increasingly diverse range of activities coming under the umbrella term of outdoor education.

The evidence shows that throughout this period significant changes regarding the nature of outdoor education are observable. However, within this flux one point is clear. The body of outdoor education literature attaches more importance to outcomes relating to personal and social education than environmental education and this point will be the bridge between part two and part three.  相似文献   

5.
Abstract

This article analyses the changes which have occurred in the assessment of Management Development programmes and courses for educationalists.

The changes in the approaches to the design, development and assessment of these programmes and courses are analysed within a framework of epis‐temological issues and underpinning ideology. The shift towards a ‘new model of education and training’, with its emphasis on more specific knowledge and skill, is reviewed critically.

There is a consideration of wider implications such as the notion of assessment as part of political control. This involves an exploration of the extent to which the changes in assessment have a political dimension.

The analysis is based not only on a consideration of the literature, but also on small‐scale research which involves detailed interviews with a wide range of Management Development providers in Kent.

It is concluded that the change in the approach to assessment, with the greater emphasis on more technical forms of knowledge, is a means of ensuring that the functions of education correspond to the needs of industry. These developments are seen as part of a subtle process designed to increase the influence of industrialists at the expense of educationalists.  相似文献   

6.
ABSTRACT

Skill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading department at Chandler-Gilbert Community College (CGCC) eliminated the skill and drill textbook from its courses and teamed with library faculty to create a curriculum integrated with information literacy. Reading and library faculty provided students contextualized project-based activities that integrated reading and information literacy strategies. The development, redesign, and implementation of CGCC’s reading program that eliminated textbooks and contextualized information literacy and reading strategies through project-based activities are described in the present study. This study further addresses gaps in the literature regarding a fully contextualized reading course that can be implemented for no more cost than the cost of a traditional curriculum.  相似文献   

7.
ABSTRACT

Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.

Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’

Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.

Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.

Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.  相似文献   

8.
ABSTRACT

Approximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment.  相似文献   

9.
In our commentary, we propose the current research from the field of developmental neuroscience can be incorporated within the theoretical perspectives advocated by evolutionary psychologists and advocates of the developmental systems approach. We then describe research on memory and the relationship between spatial-temporal reasoning and mathematical abilities as examples of literatures that have benefitted from the neuroscience approach. We conclude by expressing enthusiasm for the recent neuroscience findings, but caution that developmental neuroscience's focus on infancy and preschool children should not result in an overemphasis on early development and education at the expense of later development and education.  相似文献   

10.

In this paper I consider whether the notion of desert has a basis in education in general, and in particular to the proposed new Foundation Degrees. I then explore the notions of higher education that have been put forward as the rationale for their development. On a different tack, I consider whether we should desire these awards rather than deserve them and who are entitled to the benefits. Finally the paper offers an alternative basis for education that could, I believe, form the basis for a higher education system that we all deserve.  相似文献   

11.
Abstract

Teacher education programs that want their future teachers to embrace and employee constructivist principles must strive to provide opportunities for teacher candidates to develop an understanding of constructivism. The paper presents a structure for embedding constructivist principles into early childhood and elementary teacher education courses and the results of a pilot study at a Mid‐Western University. The results of the study demonstrate that teacher candidates believe that constructivist practices are very to extremely important. In addition, their responses indicated that the teacher candidates believe that their role in a constructivist environment is very to extremely important. The study reinforces the importance of providing experiences in teacher education programs that will result in positive views of constructivism. © 2005 Elsevier Inc. All rights reserved.  相似文献   

12.

The results of a survey of the views of employers and tutors in higher education on the scientific curriculum for 16‐ to 19‐year‐olds in England, Wales and Northern Ireland is reported. The results show that a limited range of scientific ideas are seen as essential by representatives of all areas. Both employers and tutors in higher education believe that developing a student's capability in a wide range of generic skills (including mathematics skills) should be an aim of courses leading to advanced science qualifications. Higher education tutors tend to require higher levels of thinking in the use of the ideas than do employers. The implications of taking note of employmnent and higher education needs for secondary science education are discussed.  相似文献   

13.
ABSTRACT

This paper examines the association between participating in developmental education and degree attainment within 6 years for adults (age 24 and older) who entered one of 10 Ohio public community or technical colleges for the first time in 2002–2013. Degree attainment is modeled using annual data on course enrollment and completion measures. Results from both a logistic regression (with fixed effects) and propensity score matching provide different estimates of the impact of developmental education on degree attainment. The study identifies a range of intermediate educational characteristics such as credit completion and persistence that are associated with final degree completion. Based on the results of this study, educational institutions that provide adult developmental education need to design specific educational interventions that will address the barriers adult undergraduates face.  相似文献   

14.

The origins of the paper were from a small study initiated by a group of staff concerned about motivational problems among their first year undergraduate students. Researchers were invited to interview staff teaching on first year modules. As the data collection progressed it became clear that the discussion of motivation was overlaid by a racialising discourse, which allowed some staff to present the issue as an 'Asian problem'. We, therefore, felt the need to think more deeply about how issues of student learning are represented. The paper sets out the context of the study and reports on the data. However, rather than seeking to draw any firm conclusions, we have used our experience to reflect on issues of racialisation and to open up the area for discussion. The paper is intended to be part of a broader discussion about racialising discourses in higher education, which we believe should be critically addressed and debated.  相似文献   

15.
远程教育成本核算研究对现代远程教育经济分析、政府高等教育政策制定以及远程教育机构发展决策都具有重要意义。当前远程教育成本项目分类较多,但存在成本数据不易获取、成本对象不清晰等不足。对远程教育机构而言,教育成本核算可按照教育支出的经济分类及资产使用情况设置成本项目,即工资福利支出、商品和服务支出、对个人和家庭的补助以及资产折耗。  相似文献   

16.
In this article, we argue for a change in how researchers study motivation to learn. We believe that research can provide better explanations of the origins and outcomes of behavior, and thus be more useful, if we focus on how motivation develops and why it changes. We suggest reframing motivation research in education by extending the current focus on beliefs to studying the transactions among persons engaged in specific classroom activities over time. We present one approach from developmental psychology—Rogoff's three planes—that attempts to account for this transaction. We then present examples of current motivation research to illustrate how this approach has been applied. We believe that using this framework can produce new results that are meaningful for both researchers and practitioners who want to understand and foster motivation in education.  相似文献   

17.
ABSTRACT

With a fertility rate that nearly triples the national average and increased political power that accompanies demographic growth, Haredi (ultra-Orthodox) Jews in Israel are becoming an increasingly important piece of the country’s diverse national mosaic. This raises economic concerns: Haredi women earn low wages, while most Haredi men do not work. Meanwhile, like all Israeli citizens, Haredim receive expensive government services, including funding for ultra-Orthodox schools.

Haredi schools focus on religious instruction at the expense of core subjects, and comprise a barrier to economic and social integration. Whether other Israelis should be responsible for financing an education that provides limited positive externalities is debatable. More importantly, Haredi population growth and attitudes towards work and education might jeopardise Israel’s long-term economic outlook. Potential policy solutions include decentralisation of governmentservices, including education or financial incentives for curricular modernisation.  相似文献   

18.
ABSTRACT

The dominant results-driven/performance-oriented culture and the pressures of performativity in education have meant that the promotion of creativity has been narrow in scope and the translation into practice less apparent than the rhetoric would suggest. Creativity can survive even in times of standardisation, but it is more likely to be confined to interstitial zones. Interstitial zones are in-between social spaces outside the formal teaching zones in which creativity may give voice to those students whose voice is not always heard in the formal teaching context.

Often, creativity is equated exclusively to substantial creative outputs and, as a result, teachers who are not sensitised to creativity in a broader sense may underestimate their own creative ability and the positive impact this might have on the relationship with their students. A shift in teacher education that results in a more meaningful appreciation of both the nature of creativity and its benefits is therefore required. A developmental approach which starts with teacher cultivation of creative sensibility is essential to achieve greater infusion of creativity. The paper posits that teachers who resist rigid social structures and engage in critical pedagogy are also more likely to be receptive to creativity and its the pastoral potential in education.  相似文献   

19.
Abstract

Individuals display a mathematics disability when their performance on standardized calculation tests or on numerical reasoning tasks is comparatively low, given their age, education and intellectual reasoning ability. Low performance due to cerebral trauma Is called acquired dyscalculia. Mathematical learning difficulties with similar features but without evidence of cerebral trauma are referred to as developmental dyscalculia. This review identifies types of developmental dyscalculia, the neuropsychological processes that are linked with them and procedures for Identifying dyscalculia.  相似文献   

20.

This article explores aspects of the life and character of electric guitarist Jimi Hendrix based on the review of literature on gifted achievers and Dabrowski's theory on developmental potential in the gifted. The influential environmental and personality factors in the development of Hendrix's musical gift, including the role played by imagination and autodidactism with reference to Vygotky's theory on play, are a primary focus. Issues raised include the value of different musical education forms as they relate to the varieties of musical expression, and the usefulness of motivational and creative attributes as indicators of gifted potential.  相似文献   

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