Social engagement and regional theatre: patterns of theatre attendance     

José María Grisolía  Colin Wymer  Andrew Law 《Cultural Trends》2010,19(3):225-244

This paper assesses the degree to which a typical regional theatre engages with society. It uses postcodes from theatre booking data and compares the socioecenomic profiles of these postcodes with postcodes from which no theatregoers are drawn. A re-working of recent theories of class provides a conceptual context, whilst discriminant analysis is used to identify the socioecenomic factors of postcodes associated with theatre and non-theatre attendance. Education factors were the principal determinants of attendance, with occupational categories being important, but lower socioecenomic groups were less likely to engage with theatre. However, social engagement and factors determining attendance varied by type of show: comedy, drama, family and Shakespearian productions.  相似文献   

Staples.com: Focus on usability     

Tom McCann  Colin Hynes 《Performance Improvement》2002,41(10):23-28

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Reasons, Values and Community in Moral Education     

Colin Wringe 《British Journal of Educational Studies》1998,46(3):278-288

This paper argues that young people are unlikely to integrate themselves positively into adult life – to adopt its values, responsibilities and opportunities – unless that life is made more morally acceptable in their terms. Central to this process of community building and reconciliation with the young is the condition of solidarity which both results from and results in common values and a shared conception of the good life.  相似文献   

Book reviews     

H. J. Butcher  John D. Millett  Claude Bissell  Gareth L. Williams  Jonathan R. Warren  E. D. Duryea  David McNamara  Norbert Schausberger  Colin Flood Page 《Higher Education》1974,3(2):235-247

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Inscribing ethics and values in designs for learning: a problematic     

Colin M. Gray  Elizabeth Boling 《Educational technology research and development : ETR & D》2016,64(5):969-1001

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Behavioural phenotypes in the classroom: a qualitative study of parental and teacher knowledge of classroom guidelines and teacher views on best practices     

Colin Reilly  Lelia Murtagh  Joyce Senior 《Journal of Research in Special Educational Needs》2016,16(2):132-143

Research suggests that genetic syndromes associated with intellectual disability often have specific cognitive and behavioural profiles. It has been suggested that educational approaches need to reflect these profiles. Parents (n = 381) and teachers (n = 204) of children with one of four syndromes, fragile X syndrome, Prader–Willi syndrome, Williams syndrome and velo‐cardio‐facial syndrome were surveyed. Syndromes were compared with respect to what parents and teachers had researched or been told with respect to appropriate educational approaches. Parent and teacher reports were subsequently compared with actual published guidelines on the syndromes. Teachers were also surveyed on what they felt were successful approaches based on actual experiences of teaching the children. Parent and teacher reports of efficacious strategies for supporting their children based on what they had been researched or been told differed across syndromes as might be anticipated. However, differences between parents and teachers and between parent/teacher reports and the published guidelines suggest that parent and teacher knowledge of guidelines is deficient and/or that parents and teachers are accessing knowledge elsewhere. With respect to teaching practices, there were much less differences between the syndromes than in the published guidelines indicating that differences between syndromes in guidelines may not be as evident in practice.  相似文献   

The problem of student attrition in higher education: An alternative perspective     

Colin Beer  Celeste Lawson 《Journal of Further & Higher Education》2017,41(6):773-784

Student attrition continues to be a significant and costly challenge for higher education institutions across the globe. In Australia, universities cite the importance of addressing student attrition through strategic statements and policy documents, and expend time and resources on the problem. Despite vast expenditures, they have made little impact on student attrition, which continues to negatively impact reputation and revenue. Using a regional Australian university as a case study, this paper analyses a student exit survey to identify the complex and inter-related array of factors that contribute to student attrition. It was found that attrition would be better conceptualised as a wicked problem, which is one that cannot be strategically addressed using traditional approaches to problem-solving. The practical implications of these findings reinforce that current approaches to attrition are likely to fail. Therefore, the wicked nature of the attrition problem needs to be taken into account when developing strategies or policies within higher education.  相似文献   

A design model for lifelong learning networks     

Rob Koper  Bas Giesbers  Peter van Rosmalen  Peter Sloep  Jan van Bruggen  Colin Tattersall 《Interactive Learning Environments》2013,21(1-2):71-92

The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions.  相似文献   

Income generation for non‐core university activities: a case study of the University of Central Lancashire     

Colin Raban 《Perspectives: Policy and Practice in Higher Education》2013,17(4):112-118

The English Funding Council has announced its intention to invite tenders for the contract currently held by the Quality Assurance Agency for Higher Education (QAA), and the Australian government is promoting a Bill to curb the activities of the equivalent body, the Tertiary Education Quality and Standards Agency. This article compares the two agencies, and it draws upon debates and developments in Australia to interpret recent changes in QAA's relationship with universities focusing, in particular, on the significance of the UK Quality Code for Higher Education and the new single review method – Higher Education Review. The authors suggest that QAA's current crisis may have been precipitated by its failure to attend to the concerns of its members (Universities UK and the other representative bodies). The article concludes by proposing three basic principles which should govern the design of any new method for the review of UK higher education institutions.  相似文献   

The Process of Modifying the School System to Enable Curriculum Review and Improvement     

Colin King 《School Leadership & Management》2013,33(2):129-137

The focus of this article is the school‐based mentoring process which supports the initial training of teachers in any of its present routes. We draw as much from practical application and experience of mentoring as from theoretical frameworks.  相似文献