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1.
《Journal of Further & Higher Education》2012,36(4):427-441
This paper attempts to contextualise the issue of skills and particularly writing for public relations as a business discipline within a broader debate about the key graduate skills. The paper raises themes for discussion on professionalisation and professionalism, which link to course structure and curriculum content. The paper considers writing skills as a key graduate (and public relations vocational) skill, debates surrounding theory and practice within the curriculum and aligning the curriculum to the work setting as proposed by Dearing. The paper analyses literature and reports from three stakeholder perspectives to evaluate their contribution to the skills debate, with particular focus on communication and writing as a core skill within public relations education and practise. The paper focuses on ideological and political issues that influence the skills debate in the post-Dearing era and assesses the impact of stakeholders on the presentation of evidence, argument and recommendations for higher education. 相似文献
2.
Nicole Blum 《Environmental Education Research》2009,15(6):715-729
A key ongoing debate in environmental education practice and its research relates to the content and goals of environmental education programmes. Specifically, there is a long history of debate between advocates of educational perspectives that emphasise the teaching of science concepts and those that seek to more actively link environmental and social issues. In practice, educators and organisations respond to these tensions in a variety of ways, often strongly reflecting the particular social and economic contexts in which they are located. Much of the research in the area, however, has tended to take a narrow focus on either purely theoretical concerns or on individual programmes in schools or protected areas. In contrast, this research used an ethnographic approach to explore debates about the content and aims of educational programmes between diverse educational actors in one community in Costa Rica. The research revealed that environmental education: (i) is an important local site for the active contestation of understandings of the natural world and humans’ relationships to it; and (ii) can be part of wider struggles over the control of processes of local development and environmental management. The study further suggests that while theoretical discussion about the relative merits of diverse approaches to environmental teaching and learning is important, if that analysis is not situated within a particular social, economic and political context, it is likely to reveal relatively little about how or why particular perspectives on environmental education may dominate or remain marginal in a specific place. 相似文献
3.
Prof. Colleen McLaughlin Ph. D. 《Zeitschrift für Erziehungswissenschaft》2012,15(3):517-533
This article explores current debates about the development of teaching and learning in the UK. The author examines how these debates are mirrored in discussions about teacher education and notions of professionalism and professional development. There is an account of the history of thinking about pedagogy in the UK, with a particular focus on the work of Lawrence Stenhouse and his ??teacher as researcher?? conception of curriculum and teacher development. The author argues that this is a strong and useful model for the development of pedagogy. The ??teacher as researcher?? model is offered as a framework that integrates many different perspectives. The article concludes with a discussion of the blocks and facilitators to this vision of the teacher as researcher being adopted. 相似文献
4.
《Journal of educational and psychological consultation》2013,23(2):127-150
Drawing on the perspectives of itinerant early childhood special education (ECSE) consultants reported in previous research, this article identifies issues and challenges specific to early intervention and education that must be considered for itinerant ECSE consultants to engage in productive consultation with personnel in child care or other center-based programs. The article concludes with recommendations for professional development and standards in consultation practice for early intervention and education personnel. The authors also suggest future directions for consultation research. 相似文献
5.
通过文献资料分析以及访谈的方法了解山西省师范类院校体育教育专业田径课程设置与教学内容安排的现状,对存在的理论课时数安排较少,学生三基能力得不到全面发展,大纲安排内容与实际教学内容有差别,学业成绩考核重理论轻能力。单轨制教学与双轨制教学的优劣等主要问题进行分析。针对一些问题提出自己的观点认识,对开设第二课堂,改革考核方式等进一步思考,旨在切实达到提高教学质量的目的。 相似文献
6.
This study examines the experiences of business development centers in higher education institutions (HEIs) to promote entrepreneurship in underserved communities. It draws experiences and perspectives from multiple stakeholders to examine the contribution of HEIs toward equitable economic development and social renewal. Based on extensive qualitative data analyses, this study highlights the role of HEIs as anchor institutions and intermediary enablers of economic development in bridging traditionally split efforts between different university missions. The findings contribute to research and practice on entrepreneurship education and universities’ engagement in fostering inclusive entrepreneurial ecosystems and equitable growth through entrepreneurship.
相似文献7.
在语言学和英语教学理论不断更新的今天,如何对中学英语教师进行继续教育,是当前师资继续教育亟需解决的新课题。中学英语教师均已受过正规的8评议训练,具有独立的分析能力,喜欢课堂交际,对继续教育有明确的个人目标。根据中学英语教师的这些特点,在继续教育的课程开发中,过程模式,任务型教学大纲和内容型教学大纲更加适合中学教师的需求,因为学习者在解决问题和学习各种理论知识的同时锻炼了评议的实际运用能力,提高了教学和科研能力,在教学大纲的实施中,须贯彻八项原则:1.教学现场相结合;2.理论与教学实践相结合;3.解决中学教学中的难点;4.课堂交流与讲解并重,鼓励学员在课堂上进行讲座;5.内容学习和言语学习并重;6.与现代化教学手段接轨;7.注重能力的培养;8.鼓励创造性的学习。 相似文献
8.
本研究介绍了美国的教育项目——先修项目的产生历史以及当前发展状态。从课程、考试以及中学和大学的衔接三个角度分析了先修项目的特点。列举分析了先修项目是否适用于超常教育的不同观点,并从项目的发展历史、项目的课程形式、项目适用对象以及实施效果四个角度论述了先修项目应用于超常教育的适切性。最后总结分析了先修项目对我国超常教育对象的界定和鉴别评估、超常教育不同学段的衔接、超常教育管理和科研管理等方面的借鉴作用。 相似文献
9.
Burt E. Coody 《Religious education (Chicago, Ill.)》2013,108(5):467-471
The publication in 2011 of This is Our Faith (TIOF), the Catholic Church in Scotland's syllabus for religious education in Catholic schools, is a significant contribution to wider debates on the appropriate conceptual framework for religious education. Recent teaching of the Holy See has suggested that religious education in Catholic schools should adopt a scholastic shape and serve as a complement to catechesis. In TIOF, pedagogy, assessment issues and the relationship between cognitive and affective approaches to learning are merged in the context of a distinct faith tradition. TIOF's adoption of a catechetical vision of religious education shows how local churches can adapt Catholic teaching to their own circumstances. 相似文献
10.
Doune Macdonald David Kirk Michael Metzler Lynda M. Nilges Paul Schempp Jan Wright 《Quest (Human Kinetics)》2013,65(2):133-156
Current debates about educational theory are concerned with the relationship between knowledge and power and thereby issues such as who possesses a “truth” and how have they arrived at it, what questions are important to ask, and how should they best be answered. As such, these debates revolve around questions of preferred, appropriate, and useful theoretical perspectives. This paper overviews the key theoretical perspectives that are currently used in physical education pedagogy research and considers how these inform the questions we ask and shapes the conduct of research. It also addresses what is contested with respect to these perspectives. The paper concludes with some “cautions” about allegiances to and use of theories in line with concerns for the applicability of educational research to pressing social issues. 相似文献
11.
Joseph Smith 《Curriculum Journal》2013,24(4):441-463
AbstractDebates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a ‘common core’ of knowledge against the perceived risks to democracy of government-sanctioned ‘official knowledge’. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why.?The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection.?The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession. 相似文献
12.
13.
Assessment practices that aim to promote both quality and equity may be compromised in a higher education market where students
are consumers and grades the currency exchanged for measures of success. In such a climate, academics report feeling pressured
to make course content and assessment less challenging in order to obtain positive student evaluations, and they may lose
faith in university quality assurance processes that seem focused on ensuring student satisfaction with education as a product.
To explore these issues from the perspectives of the main stakeholders in assessment, this paper investigates assessment perceptions
of students, course coordinators, and faculty Associate Deans responsible for teaching and learning at The University of Queensland.
The findings highlight differences in what these groups consider to be important assessment issues and differences in how
they should be addressed. First year students are identified as a disadvantaged group due to perceptions of the role of feedback
and formative assessment that may be influenced by their secondary school assessment experiences. 相似文献
14.
This study examined the extent to which (a) nine US history students developed historically-grounded perspectives, and (b) the entire class engaged itself in inclusive, moral debate about historical events and issues. Inductive methods were used in this micro-ethnographic study to construct and verify its themes though interview, classroom observation and student survey. Seven students demonstrated identifiable perspectives. History was viewed by these students as personally-constructed interpretations, not as value-free chronologies. Only one student's perspective, however, was historically-grounded; other perspectives were grounded in references to contemporary issues. Evidence of moral debate was limited totwo debates observed during 24 classroom observations. These two findings seemed interconnected: students with little historical grounding to their perspectives may have little inclination toward collective, ethical critique. Moral debate consisting of student exchange of diverse historically-grounded perspectives was not the classroom norm. The debates that went into the making of American society concerned not just institutions or governing principles, but the capacity of humans to sustain those institutions. Whatever the disagreements were over other issues at the American Constitutional Convention \[in Philadelphia in 1787], the fundamental question sensed by everyone … was whether the people themselves would understand what it meant to hold the ultimate power of society, and whether they had enough sense of history and destiny to know where they had been and where they ought to be going. (Cousins; cited by Goodlad 1979: 40; emphasis added) 相似文献
15.
《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education. 相似文献
16.
Francesca Caena 《欧洲师范教育杂志》2014,37(1):106-122
This article reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. The interaction of needs and constraints in European initial teacher education within higher education reforms, and the mediation between contrasting influences and diverse education cultures, are viewed as global phenomena: teacher education practices in different countries can be described as ‘translations’ of European policies, with innovative potential in glocal developments. This article explores some issues of the European dimension of teacher education, reporting the qualitative findings of the study, underpinned by a theoretical framework encompassing globalisation and social ecological studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies. Findings from the national case studies come from a limited empirical sample, but can be of interest in showing emerging tensions and trends. 相似文献
17.
Chris Brickell 《Sex education》2013,13(4):387-406
This essay examines the relationships between homosexuality and sex education in New Zealand during the 1970s. It argues that reading sex education debates and resources provides a useful way of exploring connections between the ontologies and politics of sexuality at that time. In particular, the advent of social movements concerned with sexual issues marked a turning point in homosexuality's appearance within formal and informal modes of sex education. During the 1970s, sex education and related debates became a key site at which various conceptualisations of homosexuality were constructed and contested. By analysing the struggles between radical and conservative perspectives, we can see how same‐sex desire came to symbolise changing sexual mores, as well as broader ideas about social order and social change. 相似文献
18.
Dr. Ulrike Hartmann Prof. Dr. Michael Sauer Prof. Dr. Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2009,12(2):321-342
This study addresses a competency of students’ historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students’ socio-cognitive ability to adopt social perspectives in their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students’ ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students’ competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking. 相似文献
19.
Deryn Watson 《Education and Information Technologies》2006,11(3-4):199-216
This paper sets the debates of the other papers in the context of a benchmark in time that is after four decades of deliberations about the relationship between ICT and education. The environment for and deliberations about this relationship has been one of rapid change in perspectives, most characterised as a shift of focus from the technology to learning. While contemplating the future however, a number of enduring issues remain, including understanding how learning occurs, learning with or about the technology, and the role of the teacher and professional development. The papers address these issues, as well as exploring national policies and software learning environments; all reflect on the growing complexity of the situation and the conundrum of failure to achieve ‘lift-off.’ Key phrases for debates in the future include lifelong learning, the commonplace of ICT in society, the digital world of the young, and the digital ethical dilemmas. In addition I suggest that the key word of change could be paid more attention. 相似文献
20.
Guy Neave 《Higher Education》1996,32(4):403-415
The study of higher education is a broad field. A recent estimate identified some 19 different disciplines and perspectives. Such range of perspectives raises central questions as to what might constitute the core areas. Whilst recognising that history does not possess a single dominant paradigm, this article suggests that history opens up several avenues not without interest to policy studies in higher education. By providing issues the outcome of which is known, history may serve as a vehicle for testing the validity of contemporary theories developed in higher education policy studies. The article argues that greater attention ought to be paid - and most particularly in studies involving cross national comparisons - to the cultural and historic specificities that permeate the formal dimensions of law, structure and administrative forms. 相似文献