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111.
Terry Hyland 《Cambridge Journal of Education》1994,24(2):233-243
Although criticism of the competence‐based education (CBE) strategy which underpins National Vocational Qualifications (NVQs) has grown in recent years, this still receives considerably less emphasis than the general approval and public endorsement of the National Council for Vocational Qualifications (NCVQ) framework at all levels of the system. An aspect of the implementation of NVQs which merits closer attention is the apparent mismatch between the behaviourist‐inspired NVQ system and the dominant modes of learning and teaching in post‐school education derived from the experiential tradition. This relationship is explored in theoretical terms, by examining the concept of CBE against the background of experiential learning theory, and also in terms of empirical research in the field, including an on‐going Warwick University study of the implementation of NVQs in local FE colleges in the areas of catering, business studies and hairdressing. It is suggested that, in spite of the fact that many FE lecturers have managed to accommodate competence outcomes within their preferred approaches to learning, the tensions are such that an exclusive concern with performance outcomes must inevitably thwart and frustrate the objectives and project of experiential learning. The NVQ framework is ill‐equipped to provide the necessary foundation for post‐16 curriculum reform along the lines currently being proposed by almost all relevant agencies. The recently introduced general NVQs (GNVQs), however, can be seen as a means of remedying some of the key problems of NVQs and may help to establish a more solid basis for the desired reforms in vocational education and training. 相似文献
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113.
Terry Hyland 《Educational studies》1988,14(1):23-31
Contemporary health education and promotion programmes are criticised for their confused and equivocal value positions. Where any recognisably distinct moral stance is discernible in current approaches, this is typically supported by an appeal to some form of individualistic ethics which has its roots in the traditional medical model of health and illness. It is argued that value‐neutral and information based strategies should be replaced by programmes with clearly articulated and rationally supported value foundations. The hidden curriculum of individualism in health education is attacked on the grounds that it fails to acknowledge the structural inequalities in society which effectively determine the health of individuals. In its place a social model of practice, incorporating an analysis of the socio‐economic determinants of health and illness, is recommended, and this is supported by appeals to utilitarian ethics and to social morality and justice. 相似文献
114.
Fiona Q. Wood 《高等教育研究与发展》1989,8(2):237-250
Under the federal government's current policy on funding university research, institutions which can best identify and encourage the higher performers amongst their academic staff will fare better than others. However, in order to secure a strong position in competing for these government funds universities will need to know more about the research activity of their academic staff and how staff in different disciplines are likely to respond to the increased use of performance indicators. This paper reports the views of staff from one Australian university on such issues. One of the main findings is that potential research output is influenced by a range of factors including the differences in research styles, methods and strategies and the degree of dependence on funds. Such findings favour the differential use of performance measures depending on the nature of the research undertaken rather than the use of measures which are intended to standardise research output within or across disciplines. 相似文献
115.
ABSTRACT This essay explores the place of debating, talk and group work in the Secondary English classroom. It discusses the ways in which pupils in one student teacher’s year 7 class thrive in the dialogic classroom against the backdrop of curricular and attitudinal change. It considers the importance of talk and debate amongst the ‘communities of practice’ in schools and universities in empowering teachers to challenge and navigate policies, theories and practices. In exploring the role of play, student experiences and different forms of talk, this essay highlights their vital importance in relation to teaching and learning in English and in the formation of English teachers. 相似文献
116.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
117.
Fiona Hilferty 《The Australian Educational Researcher》2008,35(3):53-70
In this paper I critically examine the changing nature of teacher professionalism in relation to educational policy-making,
specifically, the new national policy for values education in Australian schools, and a newly endorsedCultural Understandings syllabus for teaching in New South Wales' secondary schools. I argue that these policy changes connect teachers' work to
a broad citizenship agenda, where values formation is increasingly seen as a core responsibility of teachers, and intercultural
education is proposed as a domestic strategy for social cohesion. 相似文献
118.
Fiona Dowling 《Sport, Education and Society》2013,18(3):247-266
This paper attempts to illustrate how embodied ways of knowing may enhance our theoretical understanding within the field of physical education teacher education (PETE). It seeks to illustrate how teacher educators’ viewpoints and understanding of gender relations are inevitably linked to socially constructed webs of emotions, as much as to intellectual rationales. Indeed, the paper argues for the need for PETE research to transcend the dualistic divide of reason/emotion. It builds upon interview data from an investigation interested in illuminating the ways in which teacher educators develop their professional identities, using the lenses of gender equal opportunities and equity to examine the degree to which identities reflect ‘managerial’ or ‘democratic’ professional projects. In particular it analyses the way in which ‘gender talk’ seems to evoke strong emotional reactions, often ‘negative’ feelings, while at the same time, gender equity concerns remain on the periphery of the discipline, despite increasing research evidence which reveals damaging discriminatory learning environments. By using Hargreaves (2000) concept of ‘emotional geographies’ the paper contends that ‘negative emotions’ about gender issues are currently hegemonic on account of today's configurations of human relations in PETE, because the discipline's feeling rules construct ‘negative feelings’ as being reasonable. Acknowledging that professional identities are on-going projects, and that feeling rules can be re-configured, the paper also seeks to illustrate how competing emotions may in the future lead to gender equality assuming a new role in PETE's ‘regimes of truths’. 相似文献
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120.
Allen Kelly-Ann Jamshidi Negar Berger Emily Reupert Andrea Wurf Gerald May Fiona 《Educational Psychology Review》2022,34(1):229-257
Educational Psychology Review - A student’s sense of school belonging is critical to school success, yet internationally, a large proportion of secondary students do not feel that they belong... 相似文献