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《Educational gerontology》2012,38(1):36-45
ABSTRACTThe Internet has the potential to enable older adults to live a socially active and self-determined life. An important facet of active aging is participation in outdoor activity. Previous research has shown that older Internet users participated more frequently in outdoor activities. However, understanding of how Internet use can influence the behavior of going outdoors is still limited. To bridge this gap, the goal of this study was to examine whether informational Internet use specific to opportunities and offerings in the city facilitates participation in outdoor activity. Primary survey data from individuals aged 65+ living in a medium-sized city in Europe (N = 1,117) was analyzed. The results show that Internet as an information source predicted community activity for participants living in urban neighborhoods but not in a rural neighborhood. Further, informational Internet use predicted cultural activity for residents living in all three neighborhoods. The results thus emphasize the positive effect of informational Internet use on behavior through providing older adults with useful information about opportunities and offerings available in their neighborhood. Taken together, the findings provide a rationale for the development of digital neighborhood platforms and interventions targeted at older adults’ digital skills. 相似文献
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This article applies a capability approach to examine how children's agency, well-being and participation rights can be developed and supported in educational settings. We introduce Amartya Sen's concepts of agency and well-being freedoms and achievements to highlight the tensions and trade-offs between risks to children's agency and well-being in and through educational processes. We draw upon selected empirical examples to illustrate this relationship further. By positioning the development of children's agency as an explicit and important goal of education, alongside well-being achievement, we aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward. 相似文献
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William F. Price 《Educational gerontology》2013,39(4):423-427
Older adults want continuing education programs that are more than just recreational activities to fill leisure time. DARE (Developing Adult Resources through Education) is an educational program for the rural aged that provides courses ranging from those of a serious, academic orientation to the hobby/recreational to the practical. A model of why adult learners engage in lifelong learning is applied to the older adult. DARE shows how college and community resources can be used for the educational advantage of the older person. 相似文献
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《British Educational Research Journal》2004,30(5):623-632
Mounting research evidence demonstrates that effective ‘early childhood education and care’ (ECEC) has short‐term and longer‐term social and educational benefits for children and families. An allied body of evidence attests to the contribution of social capital (i.e. social networks and relationships based on trust) to such benefits. The research reported in this article bridges these two bodies of evidence by researching the social capital of children, their families and community members in the context of a state‐wide initiative (in Queensland, Australia) of integrated early childhood and family hubs. Drawn conceptually from the sociology of childhood, a methodological feature of the research is a broadened focus on children, not just adults, as reliable informants of their own everyday experience in ECEC. Some 138 children (aged 4–8 years) in urban and rural/remote localities in Queensland participated in research conversations about their social experience in and beyond ECEC. Children's social capital was found to be higher in the urban community than in the rural community, highlighting the potential of child and family hubs to strengthen children's social capital in those communities with few social facilities. 相似文献
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Using data from a national survey of adults in Taiwan, this study explored how often older adults participate in and how much they enjoy 2 mostly-solitary leisure activities (reading books and watching TV/DVDs/videos) and 2 mostly-social leisure activities (socializing with friends and engaging in physical activities). According to ordinal regression analyses of these 4 dependent variables, individual characteristics (such as age, health, education level, and rural/urban residence) significantly contributed to older adults' leisure participation and enjoyment. More importantly, such participation and enjoyment also varied by the extent of sociability (social contacts, a preference for being with others, and a desire for making friends through leisure activities). 相似文献
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Educational opportunities for older adults have changed dramatically in the past 20 years due, in part, to the rise of new institutions (e.g., learning in retirement institutes, Shepherd's Centers, OASIS institutes) and modification to earlier programs based in senior centers and community colleges. Little systematic research has examined the shared characteristics of these program types—how the are organized, funded, governed and so on. In response, with funding from the AARP Andrus Foundation, a national study of older adult education organizations was conducted during 1992‐1993. A “Critical Pathways Taxonomy” was devised in surveying 260 organizations that provide educational programs for seniors. Five program models were studied and compared. New roles for older learners were identified in areas of planning, teaching, governance, and community service. The study suggests that a new paradigm of older adult education is emerging. 相似文献
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ABSTRACT Although the emergence of a sense of national identity in daily narratives is common, little is known about how the Chinese older adults, particularly those living in rural districts, remember national events and construct a sense of belonging to their country. In this qualitative study, we investigate how Chinese rural older adults construct national identity by telling their life stories. Adopting a hermeneutic phenomenological approach, we interviewed 18 participants in a village located in southwest China. The explicitation of the data revealed that the older adults in this study recalled many national events in much detail while telling their personal stories as though these events formed an essential part of their self-concept and identity. Four themes were identified regarding the older adults’ identification with their country: remembering Chinese history, emphasizing Chinese culture, praising the central government and national leaders, and national identity in negotiation. We discuss limitations of the study and the implications for both future research and practices in educational gerontology and suggest that professionals working with Chinese rural older adults aware that their clients’ personal narratives might mix with national and governmental matters. 相似文献
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J. Conrad Glass Jr. 《Educational gerontology》2013,39(6):555-568
Individuals in various colleges and universities may dream of their institution's having an educational program designed to serve older adults. Starting such a program is not a simple process. With many demands currently being placed on the educational dollar, administrators are often hesitant to begin new programs. An educational program for older adults is usually not a high priority. I describe how such a program came into existence in a large land‐grant university. Factors that were important to securing administrative support are discussed, along with how the various program dimensions have evolved. The organizational structure is described, indicating how the university is trying to use a membership‐driven format. The factors discussed here should provide other higher education institutions (both 2‐year and 4‐year institutions) with some guidelines as to how they might begin educational programs for older adults. 相似文献
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《International Journal of Research & Method in Education》2013,36(4):358-373
ABSTRACTThis paper explores the historic ideas and practice of outdoor education, as developed in Jean Jacques Rousseau’s Émile, and realized by Adolf Reichwein's rural teaching practice. We aimed at developing a comprehensive research design, triangulating different qualitative data (text and photos). In the paper, we explore how the idea of place-based outdoor education unfolded in Rousseaús Émile, and how Adolf Reichwein, in rural Tiefensee, enacted the practice of place-based outdoor education. We also investigate how to correlate different types of qualitative data (conceptual text and documentary photos). We show that it is possible to develop a research language, revealing how a philosophy of education can be enacted as educational practice, and our analysis demonstrates that Rousseaús and Reichwein’s works functioned as precursors for outdoor education and educational concepts, that activate the cognitive, affective, and motoric domains. 相似文献
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One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance. 相似文献
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自20世纪80年代中期我国兴起现代社区教育以来,社区教育的地位和作用不断加强。公平是城乡社区教育均衡发展追求的目标,由于城乡二元结构体制的影响、城乡经济水平的差异、政府职能的缺失以及公共政策的失衡,城乡社区教育呈现出一种失衡的发展状况,因此,在社区教育的发展过程中要通过整合优化农村社区教育资源,建立社区教育多级体系,丰富农村社区教育内容,建立健全社区教育机制,依托信息化平台以及建立社区教育专业网站等,来促进我国城乡社区教育的均衡化发展,推动社会公平与社会主义和谐社会的建立。 相似文献
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城乡教育一体化是在教育公平的核心价值取向下,打破城乡二元僵局,建设城乡教育共同体,在保持与发挥城乡教育区域性特色与优势的基础上,促进城乡教育互动联结、相互帮扶、相互作用、消解差距,逐步实现城乡教育公平、共生共荣、协调发展的动态进程。城乡教育一体化的理论基础为教育公平理论、系统论与控制论、共同体理论、城市发展理论与和谐社会理论等。城乡教育一体化的内涵具有区别于城乡教育均衡和统筹城乡教育的独特性与阶段性。城乡教育一体化的特征为城乡教育目标共识、城乡教育观念互通、城乡教育地位互认、城乡教育资源共享、城乡教育责任共担、城乡教育优势互补、城乡教育困难互助和城乡教育活动共同参与。城乡教育一体化的进展可划分为自发型阶段、政府干预型阶段、高度自主型阶段。城乡义务教育一体化指标体系是由目标层、准则层和指标层三层构成的,可用以量化城乡义务教育一体化的内涵,监测城乡义务教育一体化的进程,并评价其发展水平。 相似文献
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大多数学者认为异地高考政策更加有利于家庭条件较好的随迁子女,少数学者则认为该政策能有效保障农村随迁子女的教育权益,但已有文献仍缺乏关于异地高考政策对两类流动人口高等教育机会影响差异的比较研究。基于2017年中国流动人口动态监测调查数据,本文探讨了异地高考政策对城乡随迁子女高等教育机会的影响,并探究了该政策的调节作用。研究发现,异地高考政策对农村随迁子女高等教育机会的促进作用显著高于城镇随迁子女,且这种效应仅在高政策门槛地区存在,低门槛地区不存在。从政策的调节作用来看,异地高考政策有助于提高农村流动人口子女随迁的意愿,且对农村随迁子女高等教育机会的促进作用要显著高于农村留守子女。同时,异地高考政策可显著降低农村随迁子女家庭社会经济地位对其子女高等教育机会的影响。为此,各地方政府应坚持并完善异地高考政策,充分发挥该政策促进高等教育公平的杠杆作用;流入地政府要进一步提高本地高中教育服务能力;中央政府要进一步推进、完善高考录取制度改革。 相似文献
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The motivations and benefits of educational travel among individuals aged 55 years old and over were examined in this study. A total of 136 older adults enrolled in Elderhostel programs participated in this study and reported their perceived benefits and motivations for engaging in educational travel experiences. Correlation analyses were used to explore relationships between the adults' perceived benefits and motivations. Analyses of variance were conducted and significant differences in adults' motivations for educational travel were found by gender, education level, health, and activity level of the program. The findings from this study are discussed in terms of successful aging, and implications for organizations offering educational travel programs are provided. 相似文献
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Chris McAllister 《International Journal of Lifelong Education》2013,32(5):547-563
This paper reports on original research where the primary objective was to critically explore the learning experiences of older (50+ years) working class adults in the context of a new university. Semi‐structured interviews with 10 older learners engaged in a range of study in a new university in the west of Scotland were utilised. This methodology was adopted to bring their voices to the fore, in recognition that these have been under‐represented in educational research to date. A main outcome of the study was that theorising of widening participation practice and pedagogy as it relates to older learners may be significantly developed from insights afforded by critical educational gerontology (CEG) (older adult education) and its central concern with empowerment of marginalised older adults. It is concluded that CEG’s theoretical perspectives and pedagogic practices—critical gerogogy—may inform and shape more responsive widening participation practices that aim to support under‐represented groups. This is particularly evident for older working class students whose formative educational experiences were predominantly characterised by severely limited choice and opportunity. CEG has significant implications for widening participation practice in offering a distinctive, holistic educational philosophy and creative pedagogical approach. 相似文献
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杜幼文 《现代远程教育研究》2012,(6):3-9
《国家中长期教育改革和发展规划纲要（2010-2020年）》提出要广泛开展城乡社区教育,以构建学＊--3型社会。这不仅明确了社区教育发展的目标,更明确了社区教育的社会责任。社区教育具有“教育属性”和“社会属性”两种本质特征。但目前在社区教育实践中往往重视其教育功能而对其社会功能的关注度明显薄弱,社区教育研究中也缺乏社会效益的研究。社区教育的社会效益是指社区教育活动对教育目标群体和当地社会所作出的贡献及其产生的积极影响。社区教育社会效益评价是对社区教育活动所产生的社会效应的持续评价活动。其社会效益评价意义：一是推进构建完整的社区教育评价体系;二是全面促进社区教育工作。社区教育社会效益的抽象性、迟滞性和不易测量性的特性．使其社会效益评价更适合采用综合测评和质性研究的方法,呈现评价客体的多元性、评价内容的复杂性、评价主体的协同性、评价实施的全方位和持续性的特点。 相似文献
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Elizabeth A. Stuart Stephen H. Bell Cyrus Ebnesajjad Robert B. Olsen Larry L. Orr 《Journal of research on educational effectiveness》2017,10(1):168-206
Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to potential target populations for the interventions that were evaluated. Utilizing a list of the actual districts that participated in 11 large-scale rigorous educational evaluations, we compare those districts to several different target populations of districts that could potentially be affected by policy decisions regarding the interventions under study. We find that school districts that participated in the 11 rigorous educational evaluations differ from the interventions' target populations in several ways, including size, student performance on state assessments, and location (urban/rural). These findings raise questions about whether, as currently implemented, the results from rigorous impact studies in education are likely to generalize to the larger set of school districts—and thus schools and students—of potential interest to policymakers, and how we can improve our study designs to retain strong internal validity while also enhancing external validity. 相似文献
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Jill Sanguinetti Peter Waterhouse David Maunders 《Studies in Continuing Education》2013,35(3):271-287
This research arose from our involvements in adults and community education, adult literacy, youth issues, and in researching the new movement in Australia for the inclusion of ‘generic skills’ in education and training curriculum. We recruited twenty-two practitioners in Adult and Community Education (ACE) in a participatory action research approach to assist us in exploring how ‘generic skills and attributes’ are fostered in the context of adult and community education and to theorise pedagogies of ACE in the light of the changed demographic of those who access ACE programs (especially disaffected young people and older unemployed men). A ‘Framework for ACE Pedagogy’ was one outcome of the research. In this paper we describe the five ‘elements’ which we found to constitute ‘The Teacher’ in ACE. The elements include: personal engagement with learners; self-reflection on one's teaching and one's own learning journey; improvisation and risk-taking; awareness of relations of power; and having patience and trust in the learning process. 相似文献