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1.
Dr. Patricia Harper Apt 《Innovative Higher Education》1978,3(1):31-33
How do adults learn about higher education opportunities that are available to them? Few studies have investigated this question. The Institute for Communication Research study of the promotion of adult learning programs in the United States and the Center for Research and Development in Higher Education study of higher education opportunities for adults focused on the channels chosen by educational institutions for communicating information. This study investigates adult audiences' attentiveness and evaluation of various sources of information about opportunities for higher education. Generally, it was found that personal sources of information were evaluated more highly by adults interested in pursuing higher education than by those who were not interested. The evaluation of mass media information sources were not significantly different, however, between interested adults and not-interested adults. 相似文献
2.
Katie Ehlman Mary Ligon Gabriele Moriello E. Ayn Welleford Kirsten Schuster 《Educational gerontology》2013,39(9):772-790
In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment. Scores were evaluated at posttest for differences between groups. The assignment positively influenced students' attitude toward older adults in both classes. Results indicate that this assignment was as effective in the DE setting as in the traditional setting. Findings suggest that oral history is an effective teaching assignment in a DE gerontology class. 相似文献
3.
Melinda Lewis 《Educational gerontology》2013,39(8):655-667
Youth and older adults are the most valuable sources of community volunteerism in the United States today. An important part of involving youth in service to others has been the proliferation and sophistication of service-learning programs that provide opportunities for meaningful engagement and reflection. Increasingly, service learning is recognized as an integral part of both community involvement and education, and youth are provided with growing opportunities to combine practice and knowledge. As this movement has developed, however, older adult volunteers have been largely excluded. Despite theory and observation that demonstrates older adults' desire to stay engaged in learning and service, programs providing them with structured opportunities are rare. After outlining the development and expansion of service-learning programs for youth in the United States, this paper asks the question, ''Why not service learning for elders?'' analyzes some of the potential benefits of institutionalizing such an approach, and highlights promising efforts in the field. 相似文献
4.
在“中国式”分权背景下，地方政府对本地教育财政投入激励不足。如何发挥地方人大的预决算审查监督职能、构建有效约束机制来提高地方政府教育支出水平，对我国教育事业长远发展具有重大意义。本文以我国各地区推动预算监督法制化为制度背景，以1999—2017年间各省份预算审查监督条例立法作为准自然实验，使用双重差分法研究通过立法加强地方人大预算监督如何影响地方政府教育支出。研究发现：（1）省级预算监督条例立法能够显著增加地方政府的教育财政支出，使教育支出在财政预算支出中的比重平均上升约一个百分点，使地方教育支出占GDP的比重显著提高；（2）异质性分析显示预算监督条例立法对地方政府教育投入的促进作用主要体现在基础教育和中等教育层面，并且在财政分权程度更高或地方主政官员缺乏中央工作经历的地区更加显著。本文的研究表明，推动财政监督法制化是构建现代教育财政治理体系的重要制度基础，强化地方人大预算监督是确保地方教育支出持续稳定增长的有效制度保障。 相似文献
5.
Liberal education: An overlapping pragmatic consensus 总被引：1，自引：1，他引：0
Defining Liberal Education 《课程研究杂志》2013,45(2):143-158
In reviewing the course of liberal education in the US during the 20th century, Bruce Kimball in 1995 proposed that a pragmatic consensus was emerging about the understanding of liberal education. The two-fold tradition of liberal education, with its shifting emphases and accommodations between 'orators' and 'philosophers,' was being transformed into a 'new American tradition of liberal education deeply rooted in the resurgent intellectual tradition of pragmatism'. A number of different, even contradictory, criticisms of Kimball's thesis have been offered concerning the existence and nature of such a consensus and its relationship(s) to pragmatism. We suggest that the consensus thesis and the criticisms it has encountered might be best understood by comparing it to Rawls's idea of an 'overlapping consensus'. Comparing and contrasting Kimball's project and Rawls's approach suggests that the emerging consensus concerning liberal education at the beginning of the 21st century is an overlapping consensus, that is, a consensus whose nature is pragmatic, as well as a consensus whose substantive tenets are rationalized by pragmatism. Understanding the consensus in this way accounts for the varied criticism that Kimball's thesis has received and makes a significant difference in understanding the theory and practice of liberal education in the 21st century. 相似文献
6.
ROBERT COWEN 《比较教育学》1996,32(2):151-170
Comparative education, as a university field of study, has been late in addressing issues of post-modernity. The first argument, through an analysis of the history of comparative education, indicates why this is so. The second argument, construed through ideal-typical models of 'modern' and 'late-modern' educational systems, suggests one way to think about changing patterns of formal education in a globalising world. The third argument, notably through a stress on 'transitology', identifies some difficulties in such an ideal-typical approach. The conclusion suggests that we should recover some of our less publicised ways of thinking comparatively and sketches a contemporary research agenda that might assist both specialists and non-specialists to work together on a 'new' comparative education. 相似文献
7.
《Journal of Further & Higher Education》2012,36(2):149-157
This article is a set of reflections based on research into the secondary school/further education college interface over the past five years. The research highlighted a number of issues relating to values and management in post-compulsory education. These issues will be explored in the article. The setting up of the quasi-market in post-compulsory education has led to a tension between liberal democratic and economic instrumentalist values. For example, the officially stated policies may emphasise collaboration between school and colleges yet at the operational level school leaders accuse colleges of 'poaching' pupils and college leaders accuse schools of 'hanging on' to pupils. There exists a discrepancy between the market-led managerialism which leads to young people being treated as commodities and the alternative market view of young people as potential or actual clients with educational or training needs to be met. There also exist alternative discourses on the nature of young people themselves which reflect value positions. The same young people perceived themselves as adults making rational decisions about their own futures. It is important that leaders and managers in post-compulsory education consider these differing value positions. 相似文献
8.
GREG MANNION 《International Journal of Inclusive Education》2013,17(2):175-192
This paper advances the idea that ‘education for the social inclusion of children’ is similar but different to ‘inclusive education’ as it has come to be understood and used by some authors and UK government documents. ‘Inclusive education’ tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age). In contrast, education for the promotion of children's social inclusion requires an outward emphasis on children's participation in ‘mainstream’ society while they are still children. The latter emphasis is seen to be lacking in educational policy discourse in Scotland though a recent shift in policy towards education for active citizenship is noted. Examples are provided to show how many policy statements enact a limitation on the scope for education to promote children's social inclusion by emphasizing children's deficits as social actors and focussing on the ‘condition’ of social exclusion. The paper draws on an empirical study of children's participation in changing school grounds in Scotland. The analysis shows how the enclosure of learning in books, classrooms and normative curricula was challenged. Learning from school grounds developments was constructed relationally and spatially, but the scope of what was to be learned was often delineated by adults. The paper closes with a discussion of how education that promotes the social inclusion of children will benefit from seeing both children and adults as current though partial citizens and using socio-spatial opportunities for the generation of uncertain curricula through their shared and/or differentiated participation. 相似文献
9.
PAULINE R. SCHREUDER 《Gender and education》1999,11(2):195-206
This article deals with theoretical problems connected with notions on gender, 'being an educated person', rationality and caring, and the Dutch curriculum for general education. The introduction of the subject 'taking care' as part of the curriculum for secondary education in the Netherlands, can be understood as a step towards a more gender-egalitarian curriculum. Discussions on the meaning of 'an educated person' and on the meaning of rationality within philosophy of education are described and used to analyse the aims of 'taking care'. The way 'gender' is at stake within this subject, and the implicit notion of an educated person are discussed, in order to find out if and how a gender-egalitarian curriculum, based upon a gender-egalitarian notion of an 'educated person', is possible. 相似文献
10.
The Role of Confidence in Lifelong Learning 总被引：1，自引：1，他引：1
The key objectives and targets of the Learning and Skills Council's (LSC, 2001) corporate plan concerned with increasing participation in education, enhancing workforce training, and raising the achievement of young people and adults are all dependent upon breaking down the barriers and obstacles that stand in the way of facilitating meaningful learning and progression. However, even after the well-documented 'situational' and 'institutional' barriers have been overcome, what McGivney (1993) calls the 'dispositional' obstacles--linked to learners' attitudes, perceptions and motivations--still need to be addressed by tutors and mentors. A crucial aspect of such dispositions in the learner's confidence and its role as an inhibitor or facilitator of learning. Although widely used--most recently in the DfES (2002) publicity about adult literacy gains--the concept of 'confidence' is, in the main, little understood and tends to be used imprecisely and rhetorically. This paper will seek--through the examination of a range of studies involving confidence and cognate concepts, in addition to original research on students learning to teach in the post-school sector--to offer some suggestions for enhancing the management and support of learning in this important sphere of work. 相似文献
11.
代际教育支持和代内教育帮扶均是家庭形塑个体教育轨迹的有效途径，但后者常被忽视。第一代大学生代内教育帮扶超越父代教育支持的局限性，激活上大学兄姐的独特优势，使同代家庭成员获益。本研究将第一代大学生代内教育帮扶的影响置于家庭本位的传统文化与个体本位的现代文化相碰撞的中国情境下进行考察，结果发现，第一代大学生代内教育帮扶在发挥拓宽弟妹向上流动渠道、减轻父母教育负担、促进自我提升的教育代理补偿的积极效应之时，也衍生出非预期后果，致使弟妹形成路径依赖心理，父母转嫁责任成为甩手掌柜，其自身负荷过重而发展受阻。这折射出家庭内部缺乏有效协作，教育帮扶合力尚弱，第一代大学生因过度教育帮扶陷入爱的烦恼。第一代大学生代内教育帮扶是促进教育公平在微观层面实现的必要行动，其中夹杂着父母无法给予子女增益的文化资本之无奈，也暗含着仅有的“先改写者”补偿文化资本之可能。然而，在发挥其积极功能时，也要减少其衍生的非预期后果，规避不利影响。 相似文献
12.
高等教育国际化既是新时代我国高等教育高质量发展的应然要求，也是参与全球教育治理体系和彰显全球教育治理能力的重要尺度。从全球治理的视域出发，构建“价值共识-制度公约-组织协商”的多维度分析框架，以此梳理我国高等教育国际化实践从接纳共享到输出共享、从场外接轨到场内共建、从松散联合到协作共商的演变特征，并揭示出当前我国高等教育国际化发展面临三大矛盾：价值共识共享中的路径依赖掣肘、制度公约共建中的本土角色暗淡、组织协商共商中的合力发挥不足。基于此，我们应加强文化自觉，构建中国高等教育国际话语体系；提升制度能力，深度参与高等教育国际规则的实施与制定；注重多元面向，打造分层分类的国际化网络协商新格局，以提升我国高等教育国际化水平和全球教育治理能力。 相似文献
13.
Lyn Yates 《International journal of qualitative studies in education》2013,26(4):487-498
In this article a case is made both for the utility of deconstructive questions and also for the danger of taking such questions as a sole or overriding methodological agenda in education. The discussion is mounted by attention to grounded contexts and dilemmas rather than by a commitment to abstract concerns about ''power'' or ''Other'' or ''polyphony of voices.'' The framing dilemma is how one might construct a research methodology course that is not based on positivism, relativism, or a reification of current theory as an enduring answer for students. The article takes two substantive fields of inquiry in education- (1) inequality and access in education and (2) gender and education- to argue that following through some substantive issues for educational research can provide ways of thinking about the relative merits, power, pertinence, and relationships among quantitative, qualitative, and deconstructive agendas. Finally, the article outlines a research methodology course constructed by the author to attempt to put into practical form the assumptionsabout education and research methodology that are argued in this article. 相似文献
14.
Jon Nixon 《British Journal of Sociology of Education》1999,20(2):207-221
This paper draws on questionnaire responses from senior commissioning editors located within nine of the major UK education publishing outlets. It explores changing priorities in educational publishing with reference to authorship, readership and the changing policy context within which publishing 'lists' are conceived, developed and marketed. The shift of orientation within educational publishing from a 'general' to a 'professionalised' public is central to the argument of the paper. That argument is pursued through an analysis of how the changing priorities of educational publishing are impacting upon academics and practitioners. Central to that analysis, however, is a recognition that publishing houses, schools and institutions of further and higher education are subject to social and economic pressures that not only shape the educational agenda, but help determine what groups, individuals, institutional interests, etc. constitute the 'public' debate around that agenda. Through a specialist focus on educational publishing, the paper is able to identify some of the key issues that need to be addressed in order to revivify the public sphere and reintegrate it into what is becoming an increasingly 'professionalised' debate on education. 相似文献
15.
This paper aims to discuss the emergence, form and likely effects of international surveys of adults’ skills by locating them in the global context of policies on education and Life Long Learning (LLL). It focuses on adults’ numeracy and discusses its conceptualisation and assessment in the Project for the International Assessment of Adult Competencies (PIAAC), which is the most recent survey. Drawing on critical theoretical resources about new forms of governance in education and transformations in the pedagogic discourse, the paper further substantiates existing critiques of global policy trends, namely that they are motivated by human capital approaches to education and LLL. In particular, we show that the apparently commonsensical appeal of evaluative instruments like PISA and PIAAC is based on a competency model of knowledge, which embodies a narrow notion of competence. Relatedly, the notional curricula promoted by such surveys potentially articulate a more radical idea of LLL, captured by Bernstein’s conception of trainability as the mode of socialisation into a Totally Pedagogised Society. The paper presents a dual approach to understanding international adult performance surveys in general—in that, besides deploying the theoretical resources already indicated, it also raises a number of methodological issues relevant to the valid interpretation of these studies’ results. Ultimately, it argues for the importance of mobilising resources from critical educational perspectives to support the development of potentially powerful knowledge like numeracy and to prevent its being reduced to a narrow competency. 相似文献
16.
《Journal of Further & Higher Education》2012,36(1):75-80
This paper offers evidence that universities need to create ever greater links with further education if lifelong learning is ever to become a reality. Adult learners and potential adult learners are intimidated by the mystique of the 'university' (in its cultural metaphorical sense) but would be more inclined to return to learning if the said learning could take place in the more 'friendly' confines of a further education college. Thus the trend of FE colleges offering 'higher' education courses with validation by universities is one which should be encouraged and pursued to an even greater extent than it already is. 相似文献
17.
Jürgen Oelkers 《课程研究杂志》2013,45(6):679-698
The concept of 'modern education' is directly connected with Rousseau's theory of education. It is often said that Rousseau 'founded' modern education, or at least was its most influential predecessor. The paper argues that 'modern learning' or 'experimental education' was discussed within the late-17 th century 'quarrel of the ancients and moderns'. After this historically important debate, education and learning could be connected with the open experience of modern science. When compared to this tradition, Rousseau was not a modern writer. His concept of education has been far too paradoxical to serve as a groundwork for what was considered to be 'modern' or 'progressive education' at the end of the 19 th century. The image of progressive education was strengthened by child psychology, especially by theories of learning and development. Rousseau's stoic concept of 'negative education' is in many respects the opposite to such a viewpoint. 相似文献
18.
Rona J. Karasik 《Educational gerontology》2013,39(3):212-213
This article deals with the education of older adults in communities with different levels of well-being. We are interested in whether the educational offerings for older adults depend on the well-being of the local community. We also examine how the educational offerings differ depending on whether the community is primarily rural or urban. In the research, the case study design was used. Municipalities were selected with respect to their level of well-being and compared regarding the educational offering for older adults. The analysis of the selected municipalities shows that the offering of educational opportunities for the older adults is more connected to the degree of urban and/or the rural character of the community than to the well-being of the community. One of the main obstacles for access to education of older adults appears to be geographical distance. In this research, we establish that the providers of education for older adults and the community's organizational cohesiveness in Slovenia do not cooperate with each other as a rule. There is also no in-depth consideration by education organizers for how to attract the older adults who don't take part in educational activities. 相似文献
19.
教育元评估是推进教育评估专业化发展的重要路径,对于实践层面教育评估活动的元评估而言,其核心要素是制订教育元评估指标。文章指出教育元评估指标的制订应遵循合目的性、科学性和可行性原则,借助理论推演、因素分解和Delphi法等方法,按照规范的流程在教育评估领域专家的指导下进行。文章还借鉴了美国教育评估标准的逻辑架构,并结合我国教育评估实践的经验,提出一套适合我国国情的教育元评估指标体系,相关的实践探索将为教育元评估的实践提供依据,也为建立我国教育评估行业规范和专业标准提供参考和借鉴。 相似文献
20.
中国教育在70年的发展历程中，坚持以培养全面发展的人才为教育目标，取得了令人瞩目的成就。如今，中国正从教育大国逐渐走向教育强国，足见其教育方针的基本内容和方向是好的、正确的。针对改革开放以来的中国教育状况，从泰国华人的视角，对中国素质教育在实施过程中的得与失进行了分析和思考，探讨了中国在素质教育改革与发展中存在的问题及解决对策，并得出结论：中国素质教育要有全局的考虑，要适应中国和全球经济、社会发展的需要。只有对文化科学知识教育和品德修养教育给以同等重视，中国的素质教育才能培养出更多品学兼优且适应社会发展的人才，才能满足中国经济高速发展和树立良好国际形象的需要。 相似文献