Educational markets in space: gamekeeping professionals across Australian communities     

Catherine Doherty  Barbara Rissman  Bronwyn Browning 《教育政策杂志》2013,28(1):121-152

This paper argues that the logic of neoliberal choice policy is typically blind to considerations of space and place, but inevitably impacts on rural and remote locations in the way that middle-class professionals view the opportunities available in their local educational markets. The paper considers the value of middle-class professionals’ educational capitals in regional communities and their problematic distribution, given that class fraction’s particular investment in choice strategies to ensure their children’s future. It then profiles the educational market in six communities along a transect between a major regional centre and a remote ‘outback’ town, using publicly available data from the Australian Government’s My School website. Comparison of the local markets shows how educational outcomes are distributed across the local markets and how dimensions of ‘choice’ thin out over the transect. Interview data offer insights into how professional families in these localities engage selectively with these local educational markets or plan to transcend them. The discussion reflects on the growing importance of educational choices as a marker of place in the competition between localities to attract and retain professionals to staff vital human services in their communities.  相似文献   

An Education Action Zone at work: primary teacher perceptions of the efficacy of a creative learning and collaborative leadership project     

Barbara Allebone 《Education 3-13》2013,41(2):131-141

This article reports on the grouping practices used by a cohort of 10 newly qualified primary teachers for teaching mathematics in different English primary schools. It examines the factors that influence why these teachers group as they do. All the teachers grouped their pupils on the basis of achievement or perceived ability for mathematics. It was found that the factors that influenced the grouping arrangements were complex and not always consistent with the teachers' aims and beliefs.  相似文献   

Project L.O.G.I.C.: Nurturing the mathematically gifted     

William Foley  Barbara Spack 《Roeper Review》2013,35(2):36-37

A career education model for gifted secondary students proceeds from a broad awareness of the fifteen career clusters to specific career decision‐making by the individual student.  相似文献   

The effectiveness of structured co-operative teaching and learning in Greek primary school classrooms     

Stavroula Kaldi  Diamanto Filippatou  Barbara Anthopoulou 《Education 3-13》2013,41(6):621-636

This study focuses upon the effectiveness of structured co-operative group work on primary school students, aged between 8.5 and 9.5 years old, regarding their content knowledge, attitudes towards co-operative group work, experiential learning and open-ended curriculum as well as students' social and learning behaviour during co-operative group work. A cross-curricular educational programme was implemented within the curriculum area of environmental studies entitled ‘traffic education'. The methodology applied in this study was the experimental and the case study research designs. The findings of the present study support the view that pupils can gain benefits through structured group work co-operation in obtaining content knowledge and group work skills, as well as in developing positive attitudes towards group work, experiential learning, open-ended curriculum and the co-operation with their peers with learning difficulties (LDs). Changes in the relationships with the peers were not affected after the implementation of the educational programme.  相似文献   

Unwelcome stranger to the system: vocational education in early twentieth-century China     

Barbara Schulte 《比较教育学》2013,49(2):226-241

Both in China and internationally, educators and policy makers claim that vocational education and training (VET) is essential for the sound economic development of a country and the physical and social well-being of its population. However, China looks back upon a century-long history of rejection when it comes to popularising VET, despite attempts, both in the present and in the past, to invest in its implementation. Much of the literature attributes this lack of success to the failed, or distorted, transfer of Western educational models or simply to policy drift.

The article approaches this history of rejection by tracing back the original Chinese encounters with Western-style vocational education. After an introductory discussion of different scholarly attempts at explaining failed transfers of VET, I look at how this transfer actually took place when VET was first introduced to China. Therefore, the focus will be on the first decades of the twentieth century and a group of Chinese actors who were pivotal in importing VET models from abroad and building up a nationwide vocational education programme (primarily members of the Chinese Association of Vocational Education). I will argue that vocational education, when introduced to China from abroad, was embedded in an existing framework of systematic and widely practised discrimination and segregation of the population. Therefore, it was less the Westernness of VET that made it undesirable to many Chinese, but its specific – and specifically Chinese – integration into existing practices of allocating cultural capital.  相似文献   

Nice and kind,smart and funny: what children like and want to emulate in their teachers   总被引：1，自引：1，他引：0  

Merryn Hutchings  Bruce Carrington  Becky Francis  Christine Skelton  Barbara Read  Ian Hall 《牛津教育评论》2013,39(2):135-157

In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want to emulate their behaviour. However, this has not been supported by research evidence. This paper draws on data from an ESRC‐funded project involving interviews with 307 7–8 year old children in England (half taught by male and half by female teachers). Focusing on gender, it analyses children’s responses about their relationships with their teachers and about figures that they would like to emulate (both in school and outside).  相似文献   

EDUCATIONAL PROGRAMMING FOR MIDLIFE ADULTS WITH PARENT‐CARING RESPONSIBILITIES     

Betty J. McMahon  Barbara D. Ames 《Educational gerontology》2013,39(5-6):377-387

A major issue facing today's families is aging family members. Three factors compound this dilemma. First, the aging population is increasing both numerically and proportionally. Second, the middle generation, the traditional caretaking generation, is becoming older and fewer in number. Third, women are increasingly participating in the labor force. This research explored the use of adult education programming in addressing the needs of the midlife caretaking generation.

The nonrandom sample consisted of 50 midlife offspring residing in three central lower Michigan counties. As part of a one‐to‐one interview, respondents were asked to indicate preferences for content and mode of instruction for topics related to adult child/aging parent relationships. Thirteen of the most frequently mentioned areas of concern and need were selected from current gerontological literature. If participants desired further information in the content area, one of six methods of instruction also were selected.

The primary variable which distinguished those with high and low interest in information was age. The younger the age of the respondent, the more requests for information. Information related to the aging process was of greatest concern. Instructional methods that allowed personal interaction were selected for content areas of a personal nature. Conversely, independent methods were selected for informational material. Implications for educational gerontologists are explored.  相似文献   

CONSUMER INFORMATION FOR OLDER LEARNERS: A FRAMEWORK FOR PROGRAM DEVELOPMENT     

Barbara D. Ames  C. E. Kennedy 《Educational gerontology》2013,39(4):317-325

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Using Proactivity,Time Discounting,and the Theory of Planned Behavior to Identify Predictors of Retirement Planning     

Barbara Griffin  David Loe  Beryl Hesketh 《Educational gerontology》2013,39(12):877-889

This study developed and tested a model to identify the predictors of retirement planning based on an extension of the theory of planned behavior ([TPB], Ajzen, 1991 Ajzen , I. ( 1991 ). The theory of planned behavior . Organizational Behavior and Human Decision Processes , 50 ( 2 ), 179 – 211 .[Crossref], [Web of Science ®] , [Google Scholar]) that included individual differences in proactivity and time discounting. The results showed that personal attitudes, sense of control, social influence, and stable traits have a significant influence on the extent to which late-career workers are engaged in retirement planning over and above the effect of demographic variables. However, some gender differences in the prediction of retirement planning were identified that have important implications for the design of programs and interventions to encourage planning.  相似文献   

A Review of “Beyond the Pale: Reading Theology from the Margins”     

Barbara A. Fears 《Religious education (Chicago, Ill.)》2013,108(5):549-550

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