The role of education in development: an educationalist’s response to some recent work in development economics   总被引：1，自引：0，他引：1  

Simon McGrath 《比较教育学》2010,46(2):237-253

This paper delves beneath the widespread belief that education (often repackaged as human capital) is important in development to consider the role that the discipline of education plays in shaping the wider discourses of development. In particular, it will explore recent texts by important figures in development economics (Collier, Easterly, Sachs and Stiglitz) to see what they say (and don’t say) about education’s role in development and to contrast this with educationalists’ accounts. This will lead on to a consideration of what the implications of such a reading are for the field of international and comparative education. The paper concludes that the relative marginalisation of educational accounts in mainstream development thinking is a major challenge to which international and comparative education needs to respond.  相似文献   

Teacher awareness program on child abuse: a randomized controlled trial     

P McGrath  M Cappelli  D Wiseman  N Khalil  B Allan 《Child abuse & neglect》1987,11(1):125-132

Teachers have a significant role in preventing, detecting and reporting child abuse and neglect. They are hindered in fulfilling this role by a serious lack of knowledge of the law, of school board policies, and of maltreatment. A comprehensive professional development workshop was developed and presented to elementary school teachers. The package was evaluated by means of a randomized controlled trial. The workshop proved to be effective in increasing and maintaining knowledge.  相似文献   

Education,culture and society: The complex dynamics of change     

Simon McGrath 《International Journal of Educational Development》2008

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Are Catholic Teachers Colleges Demonstrably Different? What is the Nature of the Difference?     

W. McGrath 《Asia-Pacific Journal of Teacher Education》1977,5(4):260-265

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The right to quality education     

Simon McGrath 《International Journal of Educational Development》2010

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To Everything There is a Season: A Photoessay of a Farmers' Market     

Deborah D. Heisley  Mary Ann McGrath  John F. Sherry 《Journal of American culture (Malden, Mass. : 2003)》1991,14(3):53-79

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The Globalisation of Development Knowledge and Comparative Education     

Kenneth King  Simon McGrath 《Compare》2002,32(3):281-284

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Continuing Education Module The Courage to Birth     

Kathryn McGrath 《The Journal of perinatal education》2012,21(2):72-79

Childbirth educator Kathryn McGrath reflects on fear and courage and comes to see some levels of fear as a normal part of the process of pregnancy and birth and not something to be brushed aside. In this article, originally presented as a keynote address in 2005 at the Lamaze International Annual Conference, McGrath discusses fear during pregnancy and birth and presents ways in which the childbirth educator can acknowledge and accept women’s fears, and help find the courage they need to give birth.  相似文献   

Asia-born New Zealand-educated business graduates' transition to work     

Vivienne Anderson  Terry McGrath  Andrew Butcher 《Asia Pacific Journal of Education》2014,34(1):65-79

In 2008 the Asia New Zealand Foundation commissioned a three-year project examining Asia-born New Zealand-educated business graduates' study to work transitions. Data were collected through annual online surveys and in-depth interviews. Graduates were asked to discuss their post-study experiences, reflections on studying in New Zealand, and perceptions of their New Zealand business education. Participants included 171 (phase one), 76 (phase two) and 41 (phase three) students and recent graduates. All except one were based in New Zealand or the Asia region. In this paper we draw on “engaged pedagogy” and “functional capabilities” perspectives to consider phase two and three participants' accounts of their study to work transition pathways. Specifically, we examine two “functional capabilities” that participants discussed in relation to their post-study experiences: having economic opportunities and developing a sense of affiliation. We highlight some barriers to each “capability” that emerged in participants' accounts and consider how participants envisaged their role in fostering ongoing Asia-New Zealand connections. We conclude with some suggested implications for policy and practice in New Zealand and in internationalized HE more generally.  相似文献   

Change in a culture of collegiality and consensus-seeking: a double-edged sword     

Cormac McGrath  Torgny Roxå  Klara Bolander Laksov 《高等教育研究与发展》2019,38(5):1001-1014

ABSTRACT

The study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders’ practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike.  相似文献