共查询到20条相似文献，搜索用时 645 毫秒
1.
Nancy F. Gilbert Care Manager 《Educational gerontology》2013,39(5):489-494
Public educators of adults, because of their locally based programs, are strategically positioned to facilitate the learning of large numbers of older people. Little is known, however, about how these educators view the learning needs of elders who live in their communities. We conducted a telephone interview survey, using fixed‐response and open‐ended questions, with 30 directors of public adult education programs in Maine. The instrument assessed how important particular educational goals were for these directors at the time of the interview and how important each should be in the future. We examined both outcome and process variables. Health education was the outcome factor with the largest discrepancy between present and future program goals. Outreach to elders not presently participating in adult education programs was the process factor with the largest discrepancy. We discuss implications of this research for adult education and for potential partnerships between local educators and gerontologists. 相似文献
2.
Globally, the need for development of a competent workforce to serve the burgeoning older population is well documented. Persons with degrees in gerontology are prepared to fill positions in this labor market, yet they are not in demand. This research explores the path of professionalization of gerontologists in Canada as a means of increasing their contribution to the aging services workforce. A cross-sectional online survey of aging-service administrators (n = 66) was conducted in Ontario, Canada, to ascertain their perceptions of gerontologists as professionals in the service delivery to older persons. Aging-service administrators show low rates of hiring gerontologists and low knowledge of gerontological competencies. There was a significant (p < .05) relationship between the knowledge of gerontologist's competence and their rate of employment. The administrators expressed high interest in regulation and credentialing of gerontologists (63.6%). Credentialing of gerontologists is a means of professionalization that legitimizes the competence of this field as a profession. Education is needed—for governmental agencies and health and social service providers—on the role of gerontologists in meeting aging service workforce demands. Ultimately, regulatory policy considerations are needed. 相似文献
3.
Findings from a survey of policy professionals in aging (n = 114) and experience with a demonstration program to train policy gerontologists indicates that (1) the demand for policy gerontologists is moderately high; (2) training requirements include specific skills training in political processes, communication, analysis, and administration; (3) policy gerontologists require such personal attributes as follow through, initiative, and innovation; and (4) knowledge of the content of specific policy areas as well as an understanding of the policy‐making process is important. Findings have been used to develop a model curriculum for training policy gerontologists which is presented and discussed. 相似文献
4.
The graying of the American population and the importance of religion in the lives of older individuals suggests that members of the clergy need to be well informed regarding the processes and realities of aging. For several years, gerontologists have been encouraging theological educators to place an increased emphasis on the needs and concerns of older adults in seminary curriculum. The purpose of the present study was to determine what seminaries are currently doing to prepare pastors for ministry with older adults and to compare the findings to a similar study undertaken more than a decade ago. The results of the current study are quite similar to those obtained in the past. Although several schools have added a course focusing on the needs and concerns of older adults within the last 20 years, gerontological content remains a minor consideration among the vast majority of seminaries. The major recommendation of the study is that seminaries need to infuse their curricula with gerontological content in order for their graduates to be adequately prepared for ministry in twenty-first century America. 相似文献
5.
DEATH AND DYING: ISSUES FOR EDUCATIONAL GERONTOLOGISTS 总被引：1，自引：1，他引：0
David A. Peterson 《Educational gerontology》2013,39(1):65-77
6.
Harriet L. Cohen 《Educational gerontology》2013,39(7):599-620
To be old in our society is to be devalued. To be old and female is to experience double oppression. This article reports on a study that examined how television both reinforces and resists the prevailing images of older women in Western society. Two randomly selected television rerun episodes of The Golden Girls were selected to use as a trigger event with members of a graduate course in Social Work with older adults at a major southeastern university. The study found that television reflects societal discourse about aging by providing unchallenged images of older women and their lives. Given the power of television, educators and gerontologists must teach students to develop critical thinking and media literacy skills that challenge and deconstruct television's images about older women and to advocate for new programming that reflects more accurate and diverse portrayals of older women. 相似文献
7.
Susan Quine 《Educational gerontology》2013,39(7):661-673
This article describes a medicine information training project initiated through concerns of older people in Australia about the inappropriate use of medicines and adverse consequences on their health. The training program uses experiential and adult learning strategies to train older people to act as advocates and peer role models to inform their peers on the wise use of medicines. The process evaluation conducted established the high quality of the training program's content, staff, documentation, and other resources. However, feedback from graduates indicated the difficulties experienced by older learners when the training is too concentrated. The wide reach of the program, as assessed through the extensive recorded activities of the program's graduates in the community, was positive. The immediate impact evaluation on those completing initial training identified an increase in self‐reported self‐esteem, whereas the intermediate evaluation on experienced graduates showed that growth in personal development had been sustained several years post‐graduation. None regretted volunteering to be trained and all reported deriving great satisfaction from assisting their peers. They would recommend the training to others, but only if they are willing to listen and invest the time needed during and after training. Relatively high rates of attrition due to death, ill‐health, and family commitments were recorded and implications noted. This project successfully mounted a community‐based program to train older people to act as peer educators, with noticeable benefits to program participants. The procedures used, and the insights obtained through participants’ feedback, have relevance for planning other training programs for older learners. 相似文献
8.
Robyn Zevenbergen 《Educational Studies in Mathematics》2004,56(1):97-117
Literacy educators have been actively theorising the demands of literacy in New Times yet mathematics educators have taken little of this debate up. If, as literacy educators suggest, literacy demands are different in these New Times, what are the implications for numeracy or mathematics educators? This paper explores perceptions of young and older people who are engaged in work practices. It was found that there were statistically significant differences in a number of areas. Numeracy was found to be an important variable in discerning differences between older and younger people, and that technology was also seen to differentiate the two cohorts. Within numeracy, older people were more like to see number as important, whereas younger people were more likely to identify statistics, applied areas of mathematics and the use of technology to support numeracy as being important. These finding shave implications for theorising and practice in mathematics education. 相似文献
9.
Susanna Rivinen 《Educational gerontology》2020,46(4):195-206
ABSTRACTThis study is a part of an ongoing design-based research (DBR) project aimed at designing, piloting, and assessing a digital study module focused on older people’s media education. In order to gain a better understanding of older people’s media literacy and develop the teaching of adult educators, participatory creative workshops for a total of thirty-one stakeholders (older people and professionals who work with them) were conducted. Research data was collected from these workshops through a case exercise from stakeholders and a questionnaire from older people during the year 2019. According to the stakeholders, older people need more training in all the dimensions of media literacy, which is understood as competence in accessing, using, understanding, creating, and critically analyzing different media texts. However, use dimension was the most featured dimension in the data. In addition, older people are a heterogeneous group and it is essential that media education is tailored to meet the current needs of older people. The results indicate that media education should be designed especially to address the needs and individuality of older people. 相似文献
10.
Hany Hachem Eeva Nikkola Amani Zaidan 《International Journal of Lifelong Education》2017,36(6):713-729
Context: In Lebanon, older adults face socioeconomic challenges that are expected to worsen due to an increase in older adult population, chronic governmental neglect, institutionalised ageism and a lack of educational and social gerontologists. Consequently, local older adults are in dire need for social change, which can be initiated through later life learning. The University for Seniors (UfS) is a University for the Third Age providing learning opportunities for older people in Lebanon. While most older adult learning programmes are occupied with their learners’ self-fulfilment, Critical Educational Gerontology promotes emancipatory learning and social change. Study Objective and Design: A case discussion based on a variety of data sources is used to showcase and then challenge the practices of UfS from a critical educational gerontology perspective. To do that, we consider the semantic difference between emancipation and empowerment in their relation to power. Recommendations: We recommend programme-specific measures starting by revisiting the current philosophy of learning, targeting social change as an additional goal to later life learning, and advocacy for the establishment of educational degrees to prepare professionals and academicians in the field of social gerontology. We also recommend a more critical use of empowerment and emancipation within critical educational gerontology. 相似文献
11.
《Teaching and Teacher Education》1994,10(1):95-108
The National Board for Professional Teaching Standards has begun work in the U.S.A. to create a nationwide program to recognize and certify good teachers and to improve the status of the profession. Its most pressing goal is the development of standards and assessment procedures for the 1993 implementation of a voluntary program of “advanced professional certification” for elementary and secondary school teachers. This article examines the specific discourse of the National Board in the areas of professionalization, standards, assessment, and certification. It also explores the possible general effects and meanings of the Board's effort and some of the responses that can be made to them by educators. In spite of any intensions to the contrary, it is argued that the Board's program will ultimately institute more controls on teachers, further distance “professional” from laypersons, and inhibit collaborative efforts among school people in their local contexts. 相似文献
12.
James Kariuki Njenga Louis Cyril Henry Fourie 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):199-212
Proponents have marketed e‐learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e‐learning or related innovations. In this paper, the e‐learning‐adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e‐learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e‐learning on teaching and learning. Ten myths on e‐learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made. 相似文献
13.
JANE KENWAY 《比较教育学》1996,32(2):217-232
This paper is concerned with the social and cultural implications of converging technologies. It offers answers to questions about the implications for our quality of life, social justice and for politics in the context of post-modernity. Drawing together arguments from key commentators and critics from within and beyond cyberspace it identifies possibilities and potential dangers. The purpose of the paper is to assist educators to move beyond current instrumental perspectives. 相似文献
14.
There has been continued debate regarding educational policies and practices regarding the lifelong learning social order
with significant focus upon the preparation of educators of children and youth for this global lifelong learning society.
However, there has been limited discussion and research regarding the professional preparation of lifelong learning adult
educators. This article investigates the current status of graduate professional programs to prepare lifelong learning adult
educators (individuals who are prepared and credentialed through a professional graduate master's degree in adult education
and human resource development). Because of differing international policies and structures of graduate education, this discussion
will present a comparative examination of current structures and characteristics of master's degree programs at two institutional
sites located in Denmark and the USA. Current objectives, characteristics, and understandings of graduate professional preparation
programs will be delineated between these two case studies. Contextual issues and influences in the preparation of lifelong
learning adult educators will be discussed, with comparative discussions of cultural norms and policies regarding graduate
professional preparation, innovative programmatic and instructional efforts, engagement of theory and best practices in lifelong
learning, and comparative cultural differences between program students and faculty. 相似文献
15.
Nicholas C. Burbules 《Educational theory》2016,66(4):551-565
In this article, Nicholas C. Burbules explores the effects of various social media on the ways people communicate, and the implications of these effects for the use of social media in educational contexts. Facebook, Twitter, and a host of other applications are being used in increasing numbers, especially by young people. It is where they live, share, and learn, so it is to be expected that educators would want to find ways to use these technologies to engage them. At the same time, however, these new media come with a host of issues and dangers as well as possibilities. Creative educators need to be aware of these in weighing the advantages and disadvantages of social media for educational purposes. 相似文献
16.
Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process. 相似文献
17.
Dr. William F. Brazziel 《Research in higher education》1978,9(1):1-13
This study examined the patterns and outcomes of 76 colleges and universities actively engaged in efforts to plan and mount policy initiatives dealing with impending shifts in traditional pools of college applicants. Demographic data indicate that dwindling birth rates will result in reductions of up to 20 percent in high school graduation classes and potential college freshman applicants.Data were solicited on the amount of emphasis accorded selected policy initiatives by means of a Likert-type scale. A rank ordering of the ratings by the officials in the sample indicated that the principal strategies employed to deal with the these shifts and a secondary problem of tight labor markets for graduates were expansion of internship programs; expansion of business, health sciences, and other high demand programs; expanded admissions contacts, and expansion of efforts to tap new markets—older, women and minority students. 相似文献
18.
There is a need to train professionals across disciplines to work collaboratively on program development and implementation to address the caregiving issues prevalent in our aging society. The North Carolina State University Departments of Social Work and Family and Consumer Sciences provided a training opportunity for social workers and county extension educators. The goals of the “Institute” were to provide a continuing education program that cultivated partnerships to develop and implement innovative local programming for older adults and their families. The program was also intended to increase the partnership capacity in the involved counties. This paper describes and evaluates the continuing education program and the potential of this training model for community partnership-building in the service of elders and families. 相似文献
19.
Theorists argue that one's personal view of communication affects the actual communicative relationship. This paper explores the positive, growth‐promoting implications for communication between generations when the model that persons bring to the cross‐generational relationship is transactional, and discusses implications of the transactional model for trainers and educators in gerontology. With the rising number of older persons in American society, the question for persons working on a consistent basis with the elderly (kin, social service provider, etc.) of how to relate most effectively on an interpersonal basis with an older person is an issue of great import. The authors suggest that the transactional perspective to interpersonal communication with older persons is the answer to most effectively dealing with factors affecting communication cross‐generationally and suggest that educators adopt this perspective. Factors that the transactional perspective addresses directly include negative stereotypes and fears of aging, crises encountered as the person ages, shifts during the later life cycle in exposure to interpersonal communication, and ability to negotiate relationships. 相似文献
20.
《学校用计算机》2013,30(4):155-170
Abstract The major challenges facing education systems in the information age include issues of how to prepare for and capitalize on the technological revolution and how to integrate computer technology into the curriculum. Jamaica, like most developing countries, is taking on these challenges with perhaps as much focus and increased importance as any developed country such as the United States. This paper explores the approach taken, particularly with teacher educators in Jamaican colleges, to begin the process by an assessment of the computer-related professional development needs of the college faculty. The paper makes recommendations for developing a technology training program based on the needs assessment. Underlying these issues is the necessity for a national policy to coordinate the country's efforts to integrate information technology into teacher education. Additional recommendations intended to provide guidance for the formulation of such an integrated policy development and implementation framework are offered. 相似文献