Political symbolism as policy craft: explaining non-reform in South African education after apartheid     

Jonathan D. Jansen 《教育政策杂志》2013,28(2):199-215

The policy literature in developing countries is replete with narratives of ‘failure’ attributed to the lack of resources, the inadequacy of teacher training, the weak design of implementation strategy, and the problems of policy coherence. This research on education policymaking after apartheid presents the following puzzle: what if the impressive policies designed to change apartheid education did not have ‘implementation’ as their primary commitment? Drawing on data from seven detailed case studies, the construct of ‘political symbolism’ is proposed as a first step towards developing a more elaborate theory for explaining one of the most intractable problems in policy studies: the distance between policy ideals and practical outcomes.  相似文献   

Adult education and critical identity development: from a deficiency orientation towards a competency orientation     

Theo Jansen  Danny Wildemeersch 《International Journal of Lifelong Education》2013,32(5):325-340

The translation of this paper has been made possible with the financial help of the Koninklijke Nederlandse Akademie van Wetenschappen (the Royal Dutch Academy of Sciences)

In this paper the authors criticise the growing tendency to conceive of adult education as a qualification oriented field of practice. Especially with respect to disadvantaged groups in society this orientation could have a stigmatizing effect. Various agents of education consider them as deficient and hence describe their identity in negative terms. Contrary to this, the authors develop a more positive orientation towards identity development and outline a new understanding of adult education. Their approach is inspired by insights developed in an area of cultural studies.  相似文献   

Chapter V. Peer Interactions in School     

Marian Sigman  & Ellen Ruskin 《Monographs of the Society for Research in Child Development》1999,64(1):66-87

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General psychiatric management: An evidence-based treatment for borderline personality disorder in the college setting     

Ellen F. Finch  Claire M. Brickell 《Journal of College Student Psychotherapy》2019,33(2):163-175

Borderline personality disorder (BPD) is a prevalent psychiatric illness that often first presents at college. If left untreated, BPD can lead to severe disability or fatality. While multiple evidence-based treatments for BPD exist, most are resource intensive and, therefore, difficult to implement at the typical college mental health center. However, general psychiatric management (GPM) is an evidence-based intervention for BPD that can be flexibly implemented in nonspecialized, resource-constrained environments. This principle-driven alternative to more intensive BPD-focused treatments provides a practical framework for treating college students with BPD. The aim of this article is to provide an introduction to the techniques of GPM within the college mental health setting. With a case vignette, we illustrate how GPM techniques might be brought to bear on such a treatment.  相似文献   

Educational technology: Looking at distance education through an educational technologist's eyes     

Ellen D. Wagner 《The American journal of distance education》2013,27(1):53-68

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Environmental adaptation and selection: where are the parents and the public?     

Ellen B. Goldring 《教育政策杂志》2013,28(5):43-53

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Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning     

Ard W. Lazonder  Ellen Kamp 《Learning and Instruction》2012,22(6):458-464

This study examined whether and why assigning children to a segmented inquiry task makes their investigations more productive. Sixty-one upper elementary-school pupils engaged in a simulation-based inquiry assignment either received a multivariable inquiry task (n = 21), a segmented version of this task that addressed the variables in successive order (n = 21), or could formulate a task themselves (n = 19). Results showed that children are naturally inclined to pose single-variable inquiry questions. Segmented tasks, in addition, invoked more systematic but equally comprehensive investigations than a single, unsegmented task. More systematic experimentation was associated with more valid inferences and beliefs. These findings demonstrate that dividing a multivariable inquiry task into a series of single-variable subtasks facilitates the control of variables rather than the control of the learning process, and promotes inference performance and conceptual understanding.  相似文献   

Dynamic Visual Acuity of Varsity Women Volleyball and Basketball Players     

G. S. Don Morris  Ellen Kreighbaum 《Research quarterly for exercise and sport》2013,84(2):480-483

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The social choices of students in racially integrated classes for the culturally disadvantaged talented     

V G Jansen  J J Gallagher 《Exceptional children》1966,33(4):221-226

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AMA Guides™ to the Evaluation of Work Ability and Return to Work (2nd ed.), edited by James B. Talmage,J. Mark Melhorn,and Mark H. Hyman     

Ellen Burchill Brassil 《Medical reference services quarterly》2013,32(4):476-478

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