Perpetrating disaffection: schooling as an international problem     

Clive Harber 《Educational studies》2008,34(5):457-467

This paper argues that, despite evidence of widespread disaffection, school is often regarded as the default position for educational provision, a given good. If there is disaffection with, and resistance to, schooling, then it is pupils and parents that are the problem, not school itself. Yet there is considerable evidence that schooling does not necessarily or automatically benefit either society as a whole or the individuals who attend and that, as a result, it creates disaffection with itself. Rejection of schooling is therefore very far from being an irrational or ill‐considered act. The paper reviews evidence supporting this argument including both the failure of schools to protect young people from danger and violence and also their direct role in actively perpetrating violence and threatening the safety of those they are there to protect. The paper ends by arguing that disaffection with schooling stems from its fundamental nature and purposes which have been shaped by its historical origins. While schooling remains as it is, disaffection and resistance will continue to be an inbuilt and often logical response.  相似文献   

The public returns to public educational investments in African-American males     

Henry M. Levin  Clive Belfield  Peter Muennig  Cecilia Rouse 《Economics of Education Review》2007,26(6):699

This paper calculates the public savings (financial benefits) from greater public investments in the education of African-American males. Over one-fifth of each age cohort of black males in US is not a high school graduate. We identify five interventions that would—based on credible research—increase the graduation rate; we also report the public cost of each intervention. We then calculate the lifetime public benefits in terms of increased tax revenues and lower spending on health and crime. In present values, for a black male aged 20, these public benefits amount to $256,700 per new graduate and the median intervention would cost only $90,700. The benefit/cost ratio is 2.83. Simply equating the high school graduation rate of black males with that of white males would yield public savings of $3.98 billion for each age cohort. These results suggest that increased investments in education for black males at risk of dropping out of high school should be an economic priority.  相似文献   

Understanding policy success: rethinking public policy     

Clive Gray 《Cultural Trends》2011,20(2):223-224

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Time to embrace the complexity when analysing GPS data? A systematic review of contextual factors on match running in rugby league     

Nicholas Dalton-Barron  Sarah Whitehead  Gregory Roe  Cloe Cummins  Clive Beggs  Ben Jones 《Journal of sports sciences》2020,38(10):1161-1180

ABSTRACT

This systematic review aimed to identify and summarise associations between currently identified contextual factors and match running in senior male professional rugby league. Eligible articles included at least one contextual factor and used GPS to measure at least one displacement variable within competitive senior, male, professional rugby league matches. Of the 15 included studies, the identified contextual factors were grouped into factors related to individual characteristics (n = 3), match result (n = 4), team strength (n = 2), opposition strength (n = 3), match conditions (n = 6), technical and tactical demands (n = 6), spatial and temporal characteristics (n = 7), and nutrition (n = 1). Speed was the most commonly reported measure of match running (100%), followed by distance (47%), and acceleration (20%). Inconsistencies were found between studies for most contextual factors on match running. Higher speeds were generally associated with higher fitness, encountered earlier in the match and whilst defending. All 15 studies utilised a univariate approach to quantify associations of a contextual factor. The inconsistencies found in the associations of given contextual factors highlight the complex and multi-faceted nature of match running. Therefore, practitioners should consider contextual factors when analysing and interpreting GPS data.  相似文献   

Achieving a desired training intensity through the prescription of external training load variables in youth sport: More pieces to the puzzle required     

Sean Scantlebury  Kevin Till  Clive Beggs  Nicholas Dalton-Barron  Dan Weaving  Tom Sawczuk 《Journal of sports sciences》2020,38(10):1124-1131

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Attitudes to wetland restoration in Oxfordshire and Cambridgeshire,UK     

Donna Rispoli  Clive Hambler 《International Journal of Science Education》2013,35(5):467-484

Contemporary attitudes to wetlands were examined in two sites in Britain, to assess perceptions and thus educational failings as a barrier to wetland restoration. Results showed that adults' attitudes were more positive than previous literature suggests: 56% were aware of the importance of wetlands for biodiversity, and 73% were supportive of their restoration. Social groups had significantly different attitudes to wetlands (p < 0.002), which may result largely from a difference between farmers and the public (p < 0.001). Additionally a near-significant difference (p < 0.08) was detected between genders, with woman possibly more positive. Motivation for wetland conservation tended to be ethical, with 74% willing to pay, and 71% willing to vote, for wetland conservation. Whilst larger surveys are required to assess the generality of these results, there is reason for optimism that some form of education is improving public perception, despite concerns about negative conditioning amongst children (Anderson and Moss 1993).  相似文献   

Higher education: core skills in a learning society     

Elisabeth Dunne  Neville Bennett  Clive Carré 《教育政策杂志》2013,28(6):511-525

This paper is based on the initial findings of the ESRC study on the acquisition and development of core skills in higher education and employment. The context for the study is provided by contested notions of a learning society apparent in the mismatch between the skills and knowledge that universities currently provide and what employers state that they want. The paper takes the form of a series of propositions and questions relating to the perspectives of those in higher education. It discusses the multiple interpretations, and lack of clarity, of the vocabulary of skills, and the difficulties for higher education in meeting the demands of a learning society. It is suggested that changes must be grounded in a more developed approach to the conceptualization of student provision and an enhanced understanding of how students learn.  相似文献   

Staff Training for Small Businesses — Approaches to Training Needs Analysis and Information Access     

Clive Neville 《Educational Media International》2013,50(3):181-185

Abstract

This paper is designed to encourage discussion on two particular approaches to solving two problems concerning the training of staff in small businesses. It describes ‘The Business Analyst’, a ‘do‐it‐yourself training needs analysis tool intended to be used by managers of small businesses. It has also proved to be a powerful negotiating tool between training providers and managers, and a management aid for training institutions. Secondly, the paper describes the present state of development of a hi‐tech approach to the provision of information about training opportunities.  相似文献   

Leading the Multiethnic School: Research Evidence on Successful Practice   总被引：1，自引：1，他引：0  

Allan Walker  Clive Dimmock 《The Educational forum》2013,77(3):291-304

This article reports findings from a study of principals in five multiethnic schools in England. Findings are presented in terms of the major priorities or values held by the principals, the strategies they instituted to bring their priorities to life, and some of the challenges they continue to face in this endeavor. The principals involved believed that they could make a difference in their schools and were proactive, but at the same time, realistic about what could be achieved. They distinguished themselves by aggressively tackling disadvantages related to ethnicity, racism, culture, and poverty.  相似文献   

The action research process as a means of helping student teachers understand and fulfil the complex role of the teacher   总被引：1，自引：1，他引：0  

Clare Kosnik  Clive Beck 《Educational Action Research》2013,21(1):115-136

The Mid-Town elementary preservice cohort programme at OISE/UT has, for several years, had action research by student teachers as a major component. In this article, the authors outline the view of action research held by the faculty team and explain why they turned to action research as a strategy in teacher education. They detail how the action research requirement is implemented in the programme, and describe the effects of the action research process on the understandings, skills and behaviour of the preservice teachers. The findings suggest this is potentially a very valuable approach to teacher education, provided certain other conditions are fulfilled.  相似文献