‘Training by Papua New Guinea women,for Papua New Guinea women’: lessons from the development of a co-constructed course for women smallholder farmers     

Barbara Pamphilon 《International Journal of Lifelong Education》2013,32(6):721-736

This article examines the lessons from a collaborative project that worked with women agricultural leaders in Papua New Guinea. The project sought to build the capacity of these leaders as trainers in a way that would enable the development of a sustainable community of practice and worked within a critical and place-based pedagogy underpinned by asset-based community development principles. Whilst the process of our collaborative work has a number of salutary lessons, the co-construction of the training course with PNG women farmer leaders did illustrate a particular knowledge design continuum: that is, surfacing knowledge, distilling knowledge, clarifying knowledge and then consolidating knowledge. From this consolidated knowledge, together we were able to design locally valid and locally relevant modules. As the trainers went out to trial their training, they were then engaging in sharing knowledge and reviewing that knowledge which then lead to our collective ability to improve knowledge that will enhance future training in this area.  相似文献   

Validity of student self-reported ratings of learning     

Stephen L. Benton  Dennis Duchon  William H. Pallett 《Assessment & Evaluation in Higher Education》2013,38(4):377-388

This study examined the relationship between individual student self-reported ratings of progress on relevant learning objectives and performance on exams administered during a college course. Across three sections of the same course taught by a single instructor, 188 students rated themselves at the end of the course on two objectives identified by the instructor as either essential or important. They also rated themselves on 10 other objectives the instructor identified as having minor or no importance. Self-ratings on course-relevant objectives correlated significantly and positively with four out of five exams and the course total, whereas ratings on irrelevant objectives did not. Students who rated their progress as either exceptional or substantial generally performed better on course examinations than those who rated their progress as moderate or less. These findings support the validity of student self-reported ratings of learning.  相似文献   

Interaction,Reflection and Learning at a Distance     

Barbara Roberts 《Open Learning》2013,28(1):39-55

The author's experiences as an online student are presented as a case study to examine the relationship between interaction, reflection and learning in distance education. Reflection as a dimension of experiential learning theory is summarised and examples of its use in distance education are discussed. Recommendations for course design that promotes the understanding of theoretical issues through personal experience are proposed.  相似文献   

Back to the Drawing Board     

Dr. Lawrence E. Hafner  Dr. Barbara C. Palmer 《Clearing house (Menasha, Wis.)》2013,86(5):218-221

Teachers can conduct action research by taking what they are doing in their classrooms and leveraging it to help drive the performance of the school community. The authors present the action research process, mirrored with an in-depth example, and the opportunities to become teacher leaders. Sample action research questions are provided to help teachers generate their own ideas. Also, guiding questions at each stage of the action research process support teachers and help refine their thinking.  相似文献   

Speaking Out: Minimum Competency Testing: Some Misconceptions Teachers Need to Address     

Barbara J. Fox 《Clearing house (Menasha, Wis.)》2013,86(7)

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Futurism in the Curriculum     

Dr. Barbara G. Olmo 《Clearing house (Menasha, Wis.)》2013,86(6):246-248

Abstract

Teacher professional development (PD) is a complex, ongoing challenge as educational systems attempt to deliver excellent programming in pursuit of increased student achievement (Opfer and Pedder 2011). This article examines Idaho Total Instructional Alignment (TIA), a model for teacher PD that is currently being utilized in secondary schools throughout the state of Idaho. The implications of this model for effective guidance and support with implementation of the Common Core State Standards (CCSS), as well as the factors that indicate readiness of secondary teachers for implementation of the CCSS, are explored.  相似文献   

Christianity and Science: Friends at the Beginning     

Barbara E. Thiering 《The Educational forum》2013,77(2):116-125

Faculty members pursue external grants to support educational initiatives, but must do so mindfully because grants inadvertently can undermine core instructional activities. To reach full leadership potential, faculty members should act as “street-level democrats,” focused on the needs of students, teachers, and the communities served. This article illustrates how the leaders of the Massachusetts Coalition for Teacher Quality and Student Achievement used this concept to enhance the preparation of student teachers to work in urban school systems.  相似文献   

Keys to Reading Among Middle School Children     

Nichole Smith  Barbara Day 《The Educational forum》2013,77(2):111-121

A recent decline in reading has become a major issue, as Americans are not reading out of necessity or as a leisure activity. In addition, a connection has been found between children's leisure reading habits and their level of academic achievement, causing even more concern.  相似文献   

Does educational privatisation promote social justice?     

Henry M. Levin  Ilja Cornelisz  Barbara Hanisch-Cerda 《牛津教育评论》2013,39(4):514-532

Social justice in education refers to the expectation that the education system provides fairness in its access to opportunities and results. Proponents of educational privatisation believe this would not only open up opportunities for those that otherwise are restricted from attending good schools, but that it would also improve overall efficiency in the education system through pressures of market competition. This article first provides a framework for analysing a quasi-market in education and for considering the potential effects of privatisation. It then applies this framework to the Netherlands, a school system premised completely on choice where two thirds of the schools are privately sponsored. We conclude that the Dutch system, thanks to a series of policies and regulations in place, performs relatively well on social justice, when looking at freedom of choice and overall productive efficiency. However, for equity and social cohesion, despite clear policy efforts, the privatised system seems to undermine social justice for certain groups in the population. The dilemma observed here is that some private benefits of education must be compromised to achieve greater equity and social cohesion. It is an open question whether policy makers are willing to make such tradeoffs.  相似文献   

Activities and Attitudes of Retired University Staff     

Barbara Tizard  Charlie Owen 《牛津教育评论》2013,39(2):253-270

A national sample of 1662 academic and academic related university staff, who had retired 3-5 years earlier, completed a postal survey about their current employment, research, other academic activities, and the academic resources available to them, and about their attitudes to retirement, and the extent of their leisure, voluntary, and other caring activities. Over two-thirds of academics and four-fifths of academic related staff had retired early. Younger staff were more often currently employed, but the employment rate amongst academics aged 66-73 was very much greater than in the general population. The extent of research and other academic activities was related to university rank rather than age, with professors and readers more committed, and less involved in leisure activities. The most frequent reasons for early retirement were dissatisfaction with changes in the universities and financial inducements. The majority said they were more contented because of retiring, and most would not have wanted to retire later than they did, but concerns were expressed about the failure of universities to give adequate status and resources to retired academics. There was some evidence that women were discriminated against in retirement.  相似文献