EDITORIAL     

Mary Briggs  Suzanne Carrington  Chris Coates  Mary Doveston  Anthony Feiler  Cath Gristy  Elaine Hall  Jenny Hankey  Jane Holford  Marie Howley  Mary Kellett  Jackie Lown  Elspeth McCartney  Diane Montgomery  Melanie Nind  Sue Pearson  Richard Rose  Geoff Tennant  Kate Wall  Philip Garner 《Support for Learning》2009,24(1):3-4

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The Helping Professional’s Guide to Ethics: A New Perspective,by Valerie Bryan,Scott Sanders,and Laura Kaplan     

Elaine Congress 《Journal of Teaching in Social Work》2013,33(5):539-541

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Knowing 'now', learning futures. The politics and knowledge practices of vocational education and training     

Elaine Butler 《International Journal of Lifelong Education》2013,32(4):322-341

This paper locates vocational knowledges and institutions (of the state) within the broader context of contemporary discourses of ‘risk society’, while paying attention to the history and politics of Vocational Education and Training (VET) and work-related learning in Australia VET is interrogated as institutional space(s) in and through which the projects of governance and regulation and that of knowledge management co-exist in a symbiotic relationship. Rather than position VET as an objectified site of unified knowledge, this paper attempts to map epistemological ontological terrains that shape knowledge practices inherent in VET. Although challenging and re-mapping familiar terrain may involve discomfort and anxiety, it is argued that, through such a shared endeavour, knowledge practitioners within VET - learners, teachers, researchers and policy makers - will be better situated to make sense of the epistemological ontological challenges inherent in these ‘new’ times and so continually make the case for policies and practices that have the capacity to contribute more equitable and sustainable futures.  相似文献   

Function Follows Form: How Mixed‐Used Spaces in Museums Build Community     

Elaine Heumann Gurian 《Curator: The Museum Journal》2001,44(1):97-113

Abstract This article examines three elements largely overlooked by the museum profession when thinking about community building—space, space mix, and unexpected use of space. It suggests that if museum planners were to pay overt attention to these, they could greatly enhance the community‐building role museums increasingly play. When considering museums and communities, writers in the museum field have focused on broadening audiences, public programs, collections and exhibitions. Physical spaces have been regarded as necessary armature but not as catalysts themselves. There are many subtle, interrelated and essentially unexamined ingredients that allow museums to play an enhanced role in the building of community and our collective civic life. The article describes the characteristics of the Livable Cities Movement and New Urbanism and suggests ways in which museums could encourage these characteristics—and thereby consciously use their interior and exterior spaces to build community.  相似文献   

Connections and critique: Feminist pedagogy and science teacher education     

Gail Richmond  Elaine Howes  Lori Kurth  Constanza Hazelwood 《科学教学研究杂志》1998,35(8):897-918

In this article, we authors and feminist science and teacher educators share assignments we developed and used in our undergraduate and graduate teacher education classes. We designed these varied assignments to help students feel comfortable with science, to begin to understand and critique the many ways science has been narrowly and powerfully shaped and has marginalized significant groups of individuals, and to begin to deconstruct scientific knowledge and construct alternative views of science and science education that are gender and culture sensitive. We also challenged them to use what they were learning to develop pedagogical strategies that would be inviting to their own students. The focus of the article is our students' reactions to these assignments and how these reactions—both inviting and resisting—informed us about their notions of science, of teaching, of themselves as learners, and of the social context in which they would teach. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 897–918, 1998.  相似文献   

A Blurring of the Boundaries     

Elaine Heumann Gurian 《Curator: The Museum Journal》1995,38(1):31-37

Our certainty about the definition of museums is disappearing and with it goes our assurance about where we are and what we are becoming. Observing visitors' use of the United States Holocaust Memorial Museum could cause us to change our understanding about how people use and act in museums. Further boundaries are blurring as the native communities worldwide ask museum personnel to change their methods of collections care and alter rules of accessioned objects' use. Without acknowledging it, museum personnel are becoming more comfortable with reproductions and purposebuilt material. Technology is making us a “paperless” society. Our need for and understanding of “authenticity” is changing, and we no longer rely purely on our objects to define our work. Are we destroying museums, changing with the times, or creating some new and potentially more vibrant and useful institutions? Can a new realignment and new definition of our institutions help us to create a more civil society? Do we wish to continue on this road?  相似文献   

Risks and Opportunities for Natural History Collections: Moving Toward a Unified Policy     

K. Elaine Hoagland 《Curator: The Museum Journal》1994,37(2):129-132

The current status of natural history collections is complex and seemingly contradictory. While opportunities for collections to serve society are greater than ever, many institutions find that their ability to care for collections is diminishing. Competition for resources, especially in academic institutions, is one reason. But there is also sometimes a lack of clear mission for collections within organizations themselves. The Association of Systematics Collections (ASC) provides programs and resources to help institutions meet the challenge of maintaining natural history collections. If collections are truly endangered, we can help ensure that they are not lost to science and society.  相似文献   

Designing for a global economy or stop worrying— And do something to change the world     

Elaine Winters 《Performance Improvement》1993,32(6):34-35

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Learning and Thinking Styles: An analysis of their interrelationship and influence on academic achievement     

Francisco Cano-García  Elaine Hewitt Hughes 《教育心理学》2000,20(4):413-430

This study examined whether college students' learning styles (LS) and thinking styles (TS) were interrelated, and if these could predict academic achievement. A total of 210 college students completed two inventories, one of LS (LSQ, Kolb), and the other of TS (MSG, Sternberg). The results of canonical correlation analysis revealed the presence of a moderate relationship between both types of styles. The results of regression analysis indicated that students' academic achievement was related to students' thinking styles. Students that prefer to work individually (Internal), that do not enjoy creating, formulating, and planning for problem solution (Legislative in a negative sense) and those that have adherence to existing rules and procedures (Executive) were those which obtained higher academic achievement. The implications of these findings for educational psychologists, which include assessment of LS and TS and the need to encourage thinking as an important part of the learning process, are discussed.  相似文献   

Notes on NAGPRA     

K. Elaine Hoagland 《Curator: The Museum Journal》1996,39(3):166-166

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