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1.
《Journal of Further & Higher Education》2012,36(2):201-210
abstract Innovation in teaching and learning is an important feature of current general educational developments at all levels. This article will explore the literature regarding the development of new delivery systems, in particular those which are technology based, and will seek to identify the critical issues and implications involved in using emerging technologies in open learning. However, the author's specialism is post experience management development and thus the focus of the article is directed primarily towards the implications for learning in this area. 相似文献
2.
This article discusses two projects supported by the Higher Education Active Community Fund, which involved student and staff volunteers in working with local communities and community-based organisations in two London boroughs. Oral history methods were used to investigate and represent the experiences of elderly people living in Borough A and young people who have been in foster care in Borough B and their carers. Both projects involved collecting detailed life stories on video and editing these for exhibition in the public domain. The video for Borough A was to form part of the Council's website, the older people's portal. The video for Borough B was to be used to train people providing professional services to young people in foster care and to involve the young people in filming, editing and producing a soundtrack. The article discusses the aims and context of the two projects and critically reviews the learning experiences involved. It analyses issues raised by volunteering, working with local communities, and attempting to represent marginalised experience. It reflects critically on notions of community and community development and discusses relations between oral history projects and community definition, higher education and society. 相似文献
3.
Abstract This article explores the experience of a group of young people who experienced difficulty attending school. Young people's reasons for not attending school and the support provided for them by their teachers are examined. Finally, an analysis based on a shift in identity from school refuser to effective learner is offered as an explanation for the students' success in coping with school. The authors draw on Paul Klee's metaphor of art as a development that can go forwards, backward, up and down as similar to the processes of working with such young people. They argue that to expect linear progress is both unrealistic and sets unfair expectations on students and their teachers. 相似文献
4.
This article reports on a research project designed to explore a group of women scientists' understandings of themselves and science. The project uses an unconventional methodology: - a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Its preliminary results appear to contradict some of the assumptions on which much of past work on girls and science education is based. For example, we found that, for the women involved in this project, factors such as the presence in their lives of strong female role models and/or the use of 'girl-friendly' curriculum materials were not important in their decision to continue the study of science to university level. Other factors - some of which were quite unexpected - had a much greater effect. The article outlines the methodology of this project and some of its findings, and explores the implications of these findings for future work on the gender and science education question. 相似文献
5.
James Trier 《Teaching Education》2013,24(3):301-314
As a practicum supervisor in the teacher education program at UW-Madison, I designed many projects and activities around "school films". I define a "school film" as a film that in some way, even incidentally, is about an educator or a student. Some well-known school films are Dead Poets Society , Stand and Deliver , and To Sir, With Love . Some lesser-known ones are Waterland, Welcome to the Doll House, Small Change, and Maedchen in Uniform . In this article, I discuss a project that involved taking up the film Teachers (1984) for the purpose of problematizing practicum students' traditional, "autonomous" views of literacy. The project's goal was to introduce students to a "Discourses" orientation toward literacy through a combination of "reading" both print and film texts, writing reactions to these texts, and discussing these reactions and the texts during seminars. 相似文献
6.
The present article takes up a paradox: that teachers' involvement in ambitious innovation or large-scale reform may supply rich opportunities for professional growth while also introducing the seeds of longer-term career disappointment. Case study investigations of reforming high schools in the US from 1991 to 2001 illuminate the relationship of teachers' participation in secondary school reform to their teaching commitment and career trajectories. Two of the three successive studies produced a dominant pattern of initial enthusiasm followed by growing disappointment. We draw on the combined data to examine teachers' propensity to remain engaged with innovation or reform, and the ways in which sustained involvement strengthens or weakens teachers' career commitment and satisfaction. 相似文献
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8.
Kevin G. Welner 《Equity & Excellence in Education》2013,46(3):171-179
This article identifies two presuppositions underlying No Child Left Behind's (NCLB) system of adequate yearly progress. The first is that each state must bring 100% of its students up to proficiency on state tests by the 2013–14 school year. The second is that each student's test score must effectively be treated by the state as if his or her school were 100% responsible for that score. The article demonstrates that these two 100% presuppositions are unsupportable and then explores the NCLB rules in the context of the Fourteenth Amendment's Due Process Clause, which prohibits the government from arbitrary exercises of power. 相似文献
9.
Carolin Kreber 《Teaching in Higher Education》2013,18(2):217-228
In this conceptual article three points are made. First, reasons are offered for why experiential learning approaches are often implemented incompletely in higher education teaching. Secondly, it is argued that the case studies approach to teaching in higher education, if properly facilitated, is an effective way to provide students with the opportunity to become involved in all four phases of Kolb's experiential learning cycle. Thirdly, drawing on previous studies, it is proposed that experiential learning is likely to foster students' learning on a higher-order level, such as their critical thinking ability and propensity for self-direction in learning. The article concludes with suggestions for research to be done by those who teach in institutions of higher education to corroborate the arguments presented. 相似文献
10.
《Journal of Further & Higher Education》2012,36(3):335-344
Abstract This article describes a staff development process aimed at promoting flexible approaches to ‘A’ levels and places it in the wider context of student achievement and teaching and learning styles. In addition to a number of Barnet College English Literature team INSET activities, staff and curriculum development has also involved a Technical and Vocational Education Initiative (TVEI) funded collaborative project with Ravenscroft School in Barnet and involvement with the London Six Consortium for the AEB's ‘A’ level English Literature 660 Syllabus. 相似文献
11.
《Africa Education Review》2013,10(3):518-547
Abstract This article provides a summative evaluation of the development and implementation of the Open Learning Systems Education Trust's (OLSET's) “English in Action” programme from 1992 to the end of 2009. It describes the programme's development from a uni-modal distance education model focused on enhancing learner involvement and learner gains to a multi-modal model focused on enhancing teacher and learner involvement, teacher and learner gains, school, classroom and teacher support and in-service teacher training. It also describes the expansion of schools, teachers and learners involved in the programme over a 17 year period. Reasons for the wide-spread support of the programme by teachers, principals and educational officials in South Africa are identified, and constraints and limitations highlighted. Conclusions are then drawn on the value of the programme's model relative to the resurgence of international interest in the potential of using radio as a basis for teacher support in developing countries. 相似文献
12.
Alan Pritchard 《Technology, Pedagogy and Education》2013,22(3):293-312
Abstract This article reports on a small-scale investigation into the effectiveness of a new information and communications technology (ICT) module for Postgraduate Certificate of Education primary trainees. The trainees are audited and later surveyed. Those involved with training in the school/university partnership are also questioned about the trainees' use of ICT in the classroom. A survey of attitude towards the use of ICT in primary schools gives interesting results which in many ways reinforce the expectations of this type of investigation. Two definitions of the usefulness of work with computers in the primary school are offered: for future functionality, and for wider learning benefits. The article concludes that the module was effective, but with certain provisos. The notions of future functionality and wider learning benefits are highlighted as an area for further investigation with a view to recommending more explicit involvement of trainees and with more well-defined, subject-centred work in ICT 相似文献
13.
Charalambos Vrasidas Michalinos Zembylas Cyprus Richard Chamberlain 《Educational Media International》2013,50(3-4):201-208
The purpose of this paper is to discuss the complexities and issues involved in the evaluation of distance education and virtual schooling. In order to provide an anchor to the issues involved in evaluating online projects we first present the evaluation design of a virtual high school project. Then, the emphasis of the paper is on the goals of the evaluation, stakeholder analysis, evaluator role, data collection, and data analysis. Finally, we discuss the need for evaluation of distance education and the ethical responsibility of the evaluators involved.De la complexité de l'évaluation de l'éducation à distance et de la scolarité virtuelle. Le but de cet article est de discuter des complexités et des problèmes posés par l'évaluation de l'éducation à distance et de la scolarité virtuelle de façon à fournir un ancrage aux problèmes impliqués dans l'évaluation de projets en lignes, nous présentons d'abord un schéma d'évaluation d'un projet d'école secondaire virtuelle. Ainsi l'article met l'accent sur les objectifs de l'évaluation, l'analyse du dépositaire d'enjeux, le rôle de l'évaluation, la collecte des données et leur analyse. Finalement, nous discutons du besoin de l'évaluation de l'éducation à distance et de la responsabilité éthique des évaluations impliquées.Komplexitäten in der Auswertung von Distance Education und virtueller Schulung. Der Zweck dieses Beitrags ist, die mit der Auswertung von Distance Education und virtueller Schulung verbundenen Komplexitäten und Fragen zu erörtern. Als Ausgangspukt zu den Fragen, die mit der Bewertung von Online-Projekten verbunden sind, zeigen wir zuerst den Auswertungsentwurf für ein virtuelles High-School-Projekt. Dann liegt der Schwerpunkt des Papiers auf den Zielen der Auswertung, Interessengruppenanalyse, Auswerterrolle, Datenerfassung und Datenanalyse. Zuletzt erörtern wir den Bedarf nach Auswertung von Distance Education und die ethische Verantwortung der eingebundenen Auswerter. 相似文献
14.
《Mentoring & Tutoring: Partnership in Learning》2013,21(2):99-112
This article provides a comparative study of the time demands created by basing initial teacher training (ITT) in secondary and in primary schools. It has been written in response to Cross's study of primary ITT ( Mentoring & Tutoring , 7(1)) and makes use of findings from a survey of secondary ITT in which the author was involved. Although the two studies on which this article is based are different in their scope, scale and methodology, their findings regarding the central importance of time to the viability of school-based ITT are remarkably consistent. Both highlight the way in which successful training depends on mentors giving far more than the official minima of mentoring time to which student teachers are entitled by courses. They also demonstrate the tension which exists between 'school time' (i.e. the timetable) and the time requirements of ITT. 相似文献
15.
Rene La Borderie 《Educational Media International》2013,50(4):177-182
Abstract This article consists of extracts from the report of a detailed experiment conducted in the Gironde, a Department of the Aquitaine Region of France. This experiment which was called ‘Télémediathèque’ involved the setting up of videotext networks to make the optimum use of Learning Resource Centres. The full report of the study was originally published by ICEM. 相似文献
16.
JoAnn Phillion 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):43-52
This article discusses a project which has the goal of raising the awareness of pre-service teachers about the needs and potentials of low-income minority students through using technology to develop a comentoring community composed of teacher educators, teachers, pre-service students and elementary students. Using the interactive capabilities of video conferencing over the Internet, pre-service teachers engage in a 'virtual' field experience with a bilingual grade three classroom in a distant inner-city school. Pre-service teachers involved in the programme have the opportunity to be involved with students they would not experience in the local area, to be mentored by a teacher with knowledge of diversity, and to use technology in meaningful, productive ways. Benefits for participants—faculty, pre-service teachers, teachers in the school, and students in host classrooms—implications for pre-service teachers' understanding of diversity and limitations of the technology are discussed. 1 相似文献
17.
This article focuses on the idea of the Curriculum as a 'selection from the cultures of society' and as a site of contestation for legitimacy and identity affirmation. The purpose is to shed some light on the nature of curricular reform being advocated in a specific context - Malta. Throughout the past four years, there has been a revamping of the National Minimum Curriculum (NMC) document in Malta, established in 1988. The 'old' National Minimum Curriculum was subject to criticism focusing on a variety of issues (echoing criticisms levelled at similar National Curricula elsewhere), including issues concerning difference and identity. The first part of the article deals briefly with the issues concerning difference raised in this criticism, focusing on the issues of class, race/ethnicity, gender and disability. The second part focuses on the long and gradual build up towards the development of the new National Curriculum document. The process centres around two documents, the preliminary Tomorrow's Schoolsdocument and the draft NMC document. The issues of equity and the affirmation of social difference, as well as the move towards de-streaming, are discussed. It is argued that this process of reform benefited from the criticism of the earlier NMC document. The process of reform involved an attempt at widespread participation by various stakeholders - parents, teachers, students, unions, women's organisations, disabled person's organisations etc. The final section focuses on the final new NMC document. In this section, the authors explore the compromises, which have been made in reaction to the draft document, indicating the interests at play. Whose cultural arbitrary is reflected in the final document? The article concludes with a discussion centring around lessons to be drawn from a process of curricular reform, involving issues related to identity and difference, carried out in a country characterised by a non-secular environment. 相似文献
18.
David Kerr 《牛津教育评论》2013,39(1-2):275-284
This article discusses the background to and deliberations of the Advisory Group on Education for Citizenship and the Teaching Democracy in Schools established by Secretary of State for Education and Employment David Blunkett. The final report of the Advisory Group was published in September 1998. The article discusses the Group's main recommendations. As regards implementation, the article identifies four challenges: curriculum reform, the relationship between schools and communities, the difficulties of citizen life in a globalised context, and the issue of individuals' participation in politics and society. 相似文献
19.
Fiona M. Collins Cathy Svensson 《Early Years: An International Journal of Research and Development》2008,28(1):81-91
This article explores the reading behaviours of 10 young competent nursery and reception children, The 10 children were selected from a group of 54 case study children involved in the national Bookstart evaluation study, Bookstart: Planting a Seed for Life (2005). This group of young readers, from different socioeconomic groups, were identified as reading in advance of their peers. The first part of this article explores the children's attitudes to reading, their responses to selected texts and their understanding of early phonological and letter knowledge. Second, the article reports on the findings from interviews with the parents of these children in order to illuminate the home literacy events that shape these young children's reading competences. 相似文献
20.
Elizabeth Atkinson 《International Studies in Sociology of Education》2013,23(1):81-99
This article is set in the context of current moves in British education policy towards a fixed concept of 'what works' and a questionable certainty about 'best practice'. The author explores the value of postmodern thinking in challenging these state-endorsed certainties and in opening up new possibilities for research, critique and practice. She identifies four key areas of educational authority to which postmodernism offers a significant challenge: the authority of power/knowledge; the authority of models of learning; the authority of identity; and the authority of language. The author identifies recent work in a postmodern frame which challenges these authorities, and outlines current educational contexts in which postmodern thinking has a valuable contribution to make. In conclusion, she suggests that postmodernism opens a new window on the politics of possibility, offering one of the most powerful contemporary radical approaches to inquiry and critique available to the sociology of education. 相似文献