THE LEARNING AND RETENTION OF TEACHING SKILLS BY OLDER ADULTS: A TIME SERIES ANALYSIS     

Lenard W. Kaye  Cynthia Stuen  Abraham Monk 《Educational gerontology》2013,39(2-3):113-125

Comparative analysis of time series data (T1 = preprogram; T2 = postpro‐gram; T3 = 6‐month followup) collected for the first year class of an older adult teacher training program (N = 35; mean age = 69.1 years) documents that the elderly learn and retain materials learned at different rates. Variables such as age, sex, teaching experience, education, and race/ethnicity all potentially play a role in differentiating the learning process. Evaluation results further confirm that the initial acquisition of leadership skills by older adults is no guarantee that those skills will be maintained successfully over time. There may also be a false sense of confidence in some older learners that is gained simply by their having successfully completed an organized course of training. Study findings lead to recommendations emphasizing the importance of promoting resilient skills capacity in the teaching domain by older adults by means of a variety of skills‐preservation program techniques inlcuding the provision of educational seminars, “retooling” sessions, and reunion programs subsequent to the offering of the initial teacher training program.  相似文献   

Historical mathematics in the French eighteenth century     

Richards JL 《Isis; an international review devoted to the history of science and its cultural influences》2006,97(4):700-713

At least since the seventeenth century, the strange combination of epistemological certainty and ontological power that characterizes mathematics has made it a major focus of philosophical, social, and cultural negotiation. In the eighteenth century, all of these factors were at play as mathematical thinkers struggled to assimilate and extend the analysis they had inherited from the seventeenth century. A combination of educational convictions and historical assumptions supported a humanistic mathematics essentially defined by its flexibility and breadth. This mathematics was an expression of l'esprit humain, which was unfolding in a progressive historical narrative. The French Revolution dramatically altered the historical and educational landscapes that had supported this eighteenth-century approach, and within thirty years Augustin Louis Cauchy had radically reconceptualized and restructured mathematics to be rigorous rather than narrative.  相似文献   

Counsellor supervision In Zimbabwe: A new direction     

Kimberly Richards 《International journal for the advancement of counseling》2000,22(2):143-155

This paper examines theneed for a new paradigm of counsellor supervision in Zimbabwe andprovides components for a new paradigm. The article identifiesissues that need to be considered in order to develop counsellorsupervision practice in an appropriate cultural and social contextfor the country. The issues that are examined are: counsellortraining in Zimbabwe; sociohistoric and present racial themes inZimbabwe; the impact of Eurocentric counselling theory, research andpractice in Zimbabwe; and the basic tenets of indigenous culture inZimbabwe that impact on the counsellor supervision process.  相似文献   

Making a Difference: Women in management in Australian and Canadian faculties of education     

Johanna Wyn  Sandra Acker  Elisabeth Richards 《Gender and education》2000,12(4):435-447

This article reports a study of Australian and Canadian women in management positions in university faculties of education. It provides a perspective on the contradictory and multilayered experiences of the first cohort of academic women to reach management positions in any significant numbers in education. The article explores the way in which women are positioned as different but at the same time negotiate their place by using marginality and difference as strengths. Many of the women continue to hold to feminist agendas that were forged in relation to the university of a quarter of a century ago. They have strong commitments to 'making a difference'. The authors raise the question of how these agendas will operate in the years to come and whether we can anticipate a new feminist politics of leadership.  相似文献   

Recent advances in electro-chemistry     

Joseph W. Richards 《Journal of The Franklin Institute》1895,139(5):351-378

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A critical pedagogy of popular culture?     

Cameron Richards 《The Australian Educational Researcher》1996,23(1):93-101

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Oral English: Reasons behind the grades     

Joel Kaye 《English in Education》1985,19(3):47-51

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The English Curriculum ‐ What's music got to do with it?     

Chris Richards 《Changing English: An International Journal of English Teaching》1994,1(2):66-82

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Decorative Color as a Rhetorical Enhancement on the World Wide Web     

Anne R. Richards  Carol David 《Technical Communication Quarterly》2005,14(1):31-48

Professional communication scholars have defined the decorative narrowly and subordinated it to informational text. Yet, current psychological research indicates that decorative elements elicit emotion-laden reactions that may precede cognitive awareness and influence interpretation of images. We conceive the decorative in design, and specifically color, as a complex rhetorical phenomenon. Applying decorative and color theory and analyzing design examples illustrating aesthetic, ethical, and logical appeals, we present a range of potential uses for color in electronic media.  相似文献   

Book reviews     

Leonid Abramovich Venger  Nikolay Poddyakov  Manzoor Ahmed  Anthony Kaye  Richard Bamberger 《Prospects》1977,7(4):598-605

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