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1.
Peter Higgins 《Journal of Adventure Education & Outdoor Learning》2013,13(1):69-82
Abstract From a tourism perspective Scotland's greatest natural resource is it's scenery. Recent studies have indicated that the contribution of outdoor recreation (which depend on this asset) to the Scottish economy have traditionally been underestimated. Published work from a range of sources are reviewed together with case studies of the additional contribution of Outdoor Education Centres, and other forms of provision. The main findings are as follows: Outdoor recreation generates perhaps at least £600 – £800m of Scotland's tourist income, much of which is in rural areas and also extends the traditional tourist season; Outdoor Education Centres are significant employers in certain rural areas; Evidence from one area of Scotland (Lothian Region) suggests that the pattern of outdoor education provision has changed significantly in recent years; ‘Therapeutic’ outdoor activity programmes seem effective in reducing youth crime and the cost-saving to the tax-payer is substantial. 相似文献
2.
This paper reports on the third phase of a study of Australian Teaching and Learning Centres to identify factors that contribute to the effective strategic leadership of Centres. Focus groups at 10 Australian universities included 66 respondents, providing a diverse range of perspectives, from students to members of the university executive. Analysis of participant contributions extended findings from prior project phases and the wider literature. They also contributed to the final construction of the strategic leadership Teaching and Learning Centre maturity framework presented here. Centres remain in a state of flux, enduring regular reconfiguration. For most Centres, their level of interaction with students is low and increased engagement with students would be of benefit. Perceptions of Centres vary widely, reinforcing the importance of a strategic partnership between the University's Senior Executive, the Centre and faculties as a prerequisite for implementing identified high-impact strategies for improvement in teaching and learning. 相似文献
3.
Neil Selwyn 《牛津教育评论》2013,39(1):63-79
The National Grid for Learning (NGfL) not only represents the most ambitious educational computing initiative to date but also heralds one of the largest public/private education policy partnerships the UK has even seen. In reflecting the growing influence of market and technological forces the NGfL should, therefore, be treated as a significant education signpost for the new century. Before the initiative reaches full operation a major step in the 'construction' of the Learning Grid has been its formation within government and official discourse. This discursive construction is important inasmuch as it makes an 'ethereal' initiative a tangible concern, shaping expectations among both the education and business communities and consequently influencing the future effectiveness of the NGfL. From this basis, the present article examines how the National Grid for Learning is being discursively constructed by government and official actors at a macro level through policy and advisory documents, official statements and other rhetoric. In doing so the article highlights how the NGfL is being shaped within a restrictive technocratic and determinist discourse, thus conforming to traditional narratives of society and technology. The paper then aims to show how such construction negates crucial social and economic elements of the initiative and threatens, ultimately, to restrict the eventual educational effectiveness of the Grid. 相似文献
4.
HUGH HAWES 《Compare》2003,33(1):5-14
The study looks at issues surrounding the definition, choice and implemen tation of the planned content of health education for primary schools, focusing on two countries in Africa and on one Indian state. It argues that health education is a vital component to achieving quality because it links home with school; 'needs now' with 'needs later'. Yet it is proves exceptionally difficult to plan and deliver such content effectively because curriculum planning bodies are geared to work with separate subjects rather than across the curriculum, with classroom content rather than wider learning experiences in and from school, and with textbooks and examinations rather than the physical and human environment of the school community. There is confusion as to the definition and purpose of health education, omission and overlap in planned learning opportunities and a wide gap between what is planned centrally and what is actually delivered in school. There is considerable awareness of the need to rethink approaches and a large number of separate proposals for action have emerged, aimed at improving content, methodology, materials and evaluation strategies. Yet many fundamental problems remain concerning the structure and purpose of planning bodies (notably the Curriculum Centres) and with overcoming a restrictive and conservative culture of schooling. Issues raised in this study have wide relevance, not only to other countries but also to the planning of other themes, such as environmental protection and conflict resolution. 相似文献
5.
"通信原理"课程存在理论知识难、实践性强、传统教学方式单一等问题。为了改善教学效果,在教学方法和手段上做了一系列改革和尝试,将"层次化实验教学法"、网络教学平台及虚拟实验平台引入到教学工作中,以此激发学生的学习兴趣,提高学生学习的主动性。经实践证明,教学改革取得了一定的成效。 相似文献
6.
Teaching and learning centres: towards maturation 总被引：1，自引：1，他引：0
Approximately 70% of Australian Teaching and Learning Centres have been restructured and/or have undergone leadership changes in the last three years. The volatility of this environment reflects the number of significant challenges faced by Teaching and Learning Centres. In determining what makes Centres successful, the issues that are likely to impact on their ability to succeed were examined. It emerged that a myriad of factors influence whether or not a Centre was recognised as being an integral and valued part of the university's teaching and learning community – a hallmark of having reached maturity. This paper identifies four factors as being critical to the ability of Centres to succeed, noting that a combination of other factors, appropriate to each unique context, must also be in place in order for Centres to maximise their value. 相似文献
7.
Suzanne Hood 《School Leadership & Management》2013,33(4):427-440
From September 1999 all schools in England and Wales will be expected to have a 'home-school' agreement in place. The home-school agreement initiative has provoked considerable debate amongst and between politicians, educationalists, professional associations and parents' organisations. This article provides an analysis of this controversy . The first part places home-school agreements within the historical context of home-school relations. The second part discusses two key issues of 'enforceability' and 'partnership' that have informed much of the debate . The article concludes by suggesting that models of parents as 'problems', as 'partners' and as 'consumers' are all implicit within this recent initiative and it questions whether an acceptable balance between these models can be incorporated in the process of implementation. 相似文献
8.
Neil Selwyn 《British Journal of Sociology of Education》2000,21(2):243-255
Although not fully established, the National Grid for Learning (NGfL) initiative is already being presented by both government and industry as offering students, teachers and school extensive freedom and autonomy in their day-to-day work. However, this paper argues that the official discursive construction of the NGfL in this way, as a 'panacea' to educational problems, obscures vital issues of power and control that may only become apparent once the initiative is fully integrated at the classroom level. Drawing initially on the work of Foucault, and then Poster's more recent conception of the electronic 'SuperPanopticon’, this paper re-examines the basis of the NGfL and its role in extending and reinforcing existing power configurations in education. The paper concludes by considering directions for future research into the NGfL, and educational use of the Internet in the light of this analysis. 相似文献
9.
This paper addresses the call for evidence-based practice by describing an initiative in school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching. This is a new way of approaching the idea of evidence-based practice, where the evidence comes through personal testimony that 'rings true'. In this mode of research the processes of research are shared so that the outcomes of the research may be disseminated through 'transferability' rather than 'generalisability'. The first part describes the partnership, which involved the adaptation of existing structures in the school (staff development) and the university (accreditation) to create a new more democratic, more productive relationship. The second part of the paper describes the work of one teacher who applied the principles from her own learning within the teacher group to her management of her students' learning in such a way that the excitement of independent learning that had been a feature of the teacher group was transferred to the students. The third part of the paper addresses the politics of such research and makes a case for including teachers' and students' knowledge of their own practice as evidence to inform policy development. 相似文献
10.
在深化对外开放背景下,职业教育国际合作是中国参与全球职业教育治理的重要途径。“鲁班工坊”作为我国最具影响的职业教育国际合作模式,是职业教育响应国家“一带一路”倡议和服务中国企业“走出去”的标志性成果。本研究以全球“鲁班工坊”为例,探寻职业教育国际合作组织之间协同发展的机制与规律,发现职业教育国际合作组织相辅相成、相互促进,存在知识溢出现象。其中,显性的空间距离和隐形的认知距离是职业教育国际合作中知识溢出的主要动力;项目建设要求的质量评估标准、教师培训的EPIP教学模式、引入第三方议事协调机构的治理方式是职业教育国际合作中知识溢出的主要途径;连锁效应、模仿效应、交流效应、竞争效应、带动效应与激励效应是职业教育国际合作中知识溢出的主要效应。 相似文献
11.
Agency,context and change in academic development 总被引：1，自引：0，他引：1
Ray Land 《International Journal for Academic Development》2013,18(1):4-20
This article explores the notions of change that seem to underpin the ways in which academic developers practice within specific organizational contexts and cultures. Drawing on a two-year empirical study across UK institutions it links concepts of change to the different 'orientations' that developers consider appropriate to their strategic terrain. It provides an opportunity for colleagues to examine their own concepts of change and a conceptual tool for auditing the extent to which the approaches adopted in our Units and Centres might appropriately address the cultures and needs of our organizations. 相似文献
12.
Jennifer Rhode Ward H. David Clarke Jonathan L. Horton 《CBE life sciences education》2014,13(3):387-396
In response to the American Association for the Advancement of Science''s Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project''s pedagogical impact. 相似文献
13.
David Hopkins 《School Leadership & Management》2013,33(3):409-424
When development planning was first introduced some 10 years ago it was regarded as a strategy to assist schools in managing change. Recent research evidence however suggests that schools that exhibit 'best practice' in development planning have transcended its use as a change management strategy and now see it as a means of enhancing pupil achievement. The key distinction between this and former approaches is that the current approach is rooted in classrooms. This shift in emphasis provides the focus for the paper. Research evidence from a variety of sources is used to explain the change of approach and, based on this, a rationale for development planning for pupil achievement is presented. Practical advice on how to implement such a strategy within the context of the DfEE's Target Setting initiative is then given. The paper concludes by describing the management arrangements most common in those schools that use development planning for enhancing pupil achievement. 相似文献
14.
Neil Selwyn 《British Journal of Sociology of Education》2002,23(3):427-443
The notion of the computer as an inherently 'educational' machine has been a powerful influence on both the conceptualisation and consumption of information technology in the UK over the past 20 years. Most recently, a belief in the teaching and learning capabilities of the computer underpinned much of New Labour's policy agenda during their first term of office, most notably in the form of the 1.6 billion 'National Grid for Learning' initiative. Yet all too often, the high-profile social shaping of computing as 'educational' has been more grounded in rhetoric than in reality, with the 'hype' of the educational computer noticeably at odds with the actual impact of computing technologies in schools and at home. From this background, the present paper explores how the computer became to be so strongly 'configured' as educational during its integration into mainstream British society and culture. In so doing, the paper examines the various actors and routes of transmitting information that were involved in the construction of the computer as an educational machine and, as a result, goes on to consider the underlying motivations behind this process. In asking these questions, the paper focuses on the period 1979-89 as marking the birth of mainstream educational computing in the UK, and therefore identifies and discusses the prevailing influences of the incumbent Conservative government, the burgeoning home computer industry as well as the print and broadcast media as powerful actors in the formative discursive shaping of 'educational' computing. Having mapped out these shaping forces, the paper concludes by considering the implications of the on-going trend towards the educational mythologising of information technology in British society. 相似文献
15.
独立学院曾是高校中的一种办学模式,随着教育发展,学生对就业感受到的压力和学习 压力不断增大,因心理危机而引发的学生休学、退学甚至自杀的案例时有发生,需要学校重视。本文 提出从四个方面完善独立学院大学生心理危机的干预措施：将积极心理学融入心理危机干预理论 体系,充分发挥独立学院大学生的主动性和积极性;将促进独立学院大学生自我成长和人格完善作 为心理危机干预目标,突出对学生科学认知模式和健全人格特征的塑造;针对独立学院大学生心理 危机特征表现,加强危机预防和预警体系建设;提升学生对于社会支持系统的认可、接受和使用程 度,建立专业的、具有人文关怀的社会支持系统。 相似文献
16.
地方政府为对标“双一流”建设而实施的省域高水平大学建设为我国高等教育强国建设提供了“本土方案”,对其进行政策效应评估能够客观反映地方高等教育治理成效。本研究通过收集2010—2019年省际面板数据,采用双重差分法构建多时点DID模型评估了省域高水平大学建设的政策效应。研究发现：政策实施后,域内高校的学科水平、师资队伍建设成效、人才培养质量、社会服务能力和办学活力均得到显著提高,且通过一系列稳健性检验;同时,政策效应的异质性分析显示,省域高水平大学建设在东部沿海地区产生了更强的政策效应,“马太效应”持续加剧。在后续省域高水平大学建设的政策安排中,学科建设应注重“慢变量、长赛道”,既需立足国际前沿,还需回应本土需求,通过政策兜底、扶持“无用之用”学科,保持学科多样性;师资队伍建设需为新生代力量留有成长空间。 相似文献
17.
Preparation for lifelong learning using ePortfolios 总被引：1，自引：1，他引：1
Rapid technological change, increasing globalization and a changing world of employment with multiple roles during one's professional life are necessitating a change from knowledge to learning societies. Full participation requires lifelong learning skills, meaning the ability to solve problems, work both independently and in a team, communicate effectively in all formats and on all levels, and self-direct one's learning and professional development needs. Universities need to take responsibility in preparing students for lifelong learning. While engineering and science degrees traditionally do not emphasize the importance of lifelong learning skills new programmes of study are now being introduced, often using electronic portfolios to support engagement with learning objectives and reflection. This article describes an electronic portfolio initiative that is targeted at engineering and computer science students. The initiative aims to create awareness among students on the nature and importance of lifelong learning skills, to facilitate the development of such skills and to assist students in showcasing their competence regarding these skills. Interviews with industry representatives regarding the characteristics of a lifelong learner and the values of constructing and presenting portfolios were conducted and have resulted in strong support for the electronic portfolio initiative. The article provides background on lifelong learning and electronic portfolios, outlines the design of the initiative and then focuses on feedback from industry representatives. 相似文献
18.
James Hall Pam Sammons Rebecca Smees Kathy Sylva Maria Evangelou Jenny Goff 《牛津教育评论》2019,45(3):367-389
UK Sure Start Children’s Centres (SSCCs) aim to lessen behavioural disorders yet we lack evidence concerning how this is achieved. This study evaluates one possible mechanism: improved home learning environments (HLEs). Data come from a longitudinal study of 2568 families and children recruited at a mean age of 14 months from 117 SSCCs in England in 2012. Behavioural disorders were measured at 38 months via the Strengths and Difficulties Questionnaire. HLEs were measured at 14 and 38 months via parental interview. Families’ use of SSCCs was measured via parental interview at 14, 22, and 38 months. This study suggests that the use of SSCCs is associated with fewer preschool behavioural disorders via intermediate changes to the quality of HLE’s. Implications are discussed for social policies and for early years’ professionals. 相似文献
19.
政府干预是影响现代大学治理的重要变量。作为一种干预形态,"积极政府"的定位源于特定的时代命题,其行动产生了预设的积极效用,有力推进了中国大学的现代化进程,但同时也带来了制度赶超、政策过剩、大学能力单一等消极效应。新时代的国家治理转型为政府善治大学提出了新愿景,面对如何营造有利于大学内涵式发展的外部环境、如何避免现代大学制度落地过程中的悬置、如何引导大学真正服务社会等挑战,政府应从"积极介入"走向"自我节制",通过规范介入的空间、减少介入的主体、变革介入的方式、降低介入的动力等策略描绘出理想的"自制政府"画像。 相似文献
20.
在总结"工程地质"课程特点的基础上，将翻转课堂引入"工程地质"课程教学中，开展基于翻转课堂的"工程地质"课程教学设计，构建形成性学习评价和考核体系。翻转课堂教学模式将线上与线下教学有效融合，提高了课堂效率，增强了学生学习的主动性和课堂的参与度，有助于培养学生解决工程地质问题的综合能力。学生成绩对比分析结果表明，翻转课堂教学班期末考核成绩明显高于传统教学班；学生满意度问卷调查结果表明，学生对翻转课堂教学环节、考核体系和教学效果的满意度均超过90%，对翻转课堂教学模式给予了充分的肯定。 相似文献