Set this house on Fire     

Carol Upadhya 《Inter-Asia Cultural Studies》2013,14(2):371-374

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Critical Thoughts in Critical Times     

Carol Iannone 《Academic Questions》2013,26(3):253-255

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Redefining the meaning of teaching: A work in progress     

Therese M. Kuhs  Carol L. Flake 《The Teacher Educator》2013,48(4):310-320

Abstract

Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed.  相似文献   

THE IMPACT OF AN INSERVICE EDUCATIONAL PROGRAM ON THE GERONTOLOGICAL KNOWLEDGE AND ATTITUDES OF GERIATRIC RECREATIONAL SERVICE PROVIDERS     

Carol C. Riddick 《Educational gerontology》2013,39(2-3):127-135

The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed.  相似文献   

Contemporary Perspectives on Leadership: Focus and Meaning for Ambiguous Times, 1st Edition,James C. Sarros (Ed.), Tilde University Press,P.O. Box 72, Prahan,Victoria, 3181, Australia (2009), 277 pp., ISBN-13: 978-0-7346-1068-3     

Sue Brown 《Sport Management Review》2010,13(1):84-85

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Weighty Matters     

Carol Iannone 《Academic Questions》2013,26(2):220-228

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Reviews     

Vivienne Gross  Louise O'Connor  Sue Smedley  David Thomas 《Pastoral Care in Education》2013,31(3):40-42

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.  相似文献   

AN INVESTIGATION OF MAINSTREAM STAFF PERCEPTIONS OF ON‐SITE EBD UNITS     

Sue Sherbourne 《Emotional and Behavioural Difficulties》2013,18(2):29-38

In this article Sue Sherbourne establishes the policy issues underpinning the development of On‐Site Units and investigates staff perceptions of their role and function.  相似文献   

Rater Cognition Research: Some Possible Directions for the Future     

Carol M. Myford 《Educational Measurement》2012,31(3):48-49

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Lifelong education and transnational migration     

Sue Webb  John Holford  Peter Jarvis  Marcella Milana  Richard Waller 《International Journal of Lifelong Education》2013,32(4):435-439

ABSTRACT

The purpose of this paper is to investigate whether and through what mechanisms vulnerable adults are empowered through a second-chance education programme. At the same time, the paper aims at unveiling the obstacles hindering learners’ empowerment process and making suggestions for the improvement of the educational programme fostering further empowerment of the learners. To achieve the objectives set by the research, a hybrid methodological design was applied combining hermeneutic phenomenology and critical discourse analysis. Data collection was performed using three tools: semi-structured interviews, reflective journals and document analysis. The results led to the emergence of a multilevel empowerment scheme of vulnerable adults in the programme. The empowerment mechanisms that emerged were as follows: (a) empowerment through participation as a self-value, (b) empowerment through the reconstruction of past experiences, (c) empowerment through the strengthening of their social capital and (d) empowerment through literacy skills. At the same time, the study shed light on a number of factors that inhibit the process of learners’ empowerment, which unveil structural and operational weaknesses of the programme as well as of the policies pursued by the State.  相似文献