An alternative assessment to higher education outcomes: Differentiating by institutional type     

Ken Kempner  Craig Taylor 《Higher Education》1998,36(3):301-321

In this paper we propose higher education, and community colleges in particular, be evaluated not solely on their functional merits, but on their value in promoting, what Dewey (1966) called an active citizenry. Rather than considering only how well higher education meets the needs of democratic capitalism, we investigate alternative methods of assessing the contribution of higher education to the development of active citizens. In this exploration we consider how higher education preparation differs based on an individual's gender, race, class, academic program and the postsecondary institution attended. We explore alternative concepts of assessment in higher education not as proof we have discovered the method for assessing outcomes of higher education, but, rather, as an alternative approach to understanding the potential outcomes of higher education at its different institutional levels. Of special significance for our study is the finding that although students who attend a community college, for example, may not be as successful economically as university students, attendance at a community college is associated with an increased sense of self-empowerment. When we consider community colleges have a higher proportion of students who are typically marginalized by postsecondary institutions, the community college does appear to offer opportunities for students that are not measured only in economic terms.  相似文献   

Evaluating the impact of Forest Schools: a collaboration between a university and a primary school     

Melanie Slade  Claire Lowery  Ken Bland 《Support for Learning》2013,28(2):66-72

The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities to develop part of its campus as a forest site for use by schools and to enhance its students' learning. A researcher from the university evaluated the impact of visits made by children from the pilot primary school through a series of pupil, staff and parent interviews. Analysis of the interview data showed that evidence of impact was anecdotal and it was clear that a systematic approach was needed. The university and school have collaborated in developing a toolkit for evaluating this impact, which will act as a starting point to support other schools visiting the site.  相似文献   

BOOK REVIEWS     

Sally Reynolds  Ken Bingham 《Learning, Media and Technology》2007,32(1):107-109

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On becoming a well-behaved economy: The case of Brazilian education   总被引：1，自引：0，他引：1  

Ken Kempner  Ana Loureiro Jurema 《Prospects》1999,29(1):105-120

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Improving attendance and behaviour in Wales: the action plan     

Ken Reid 《Educational studies》2010,36(3):233-247

The National Behaviour and Attendance Review (NBAR) Report for Wales was produced in 2008. Subsequently, its recommendations were accepted by the Welsh Assembly Government (WAG) which established an Implementation Group to prepare its response in detail. A year later in April 2009 this Group presented its findings and recommendations to WAG in the form of an Action Plan. The Action Plan was entitled Behaving and Attending: Responding to the National Behaviour and Attendance Review. The intention of the Action Plan is to help to shape the direction of future developments on the management of attendance and behaviour in Wales over the foreseeable future. The Action Plan’s recommendations are sub‐divided into three: short, medium and long‐term solutions. The Plan’s strategy is broken down into eight key areas. These are on: attendance, behaviour, children and young people’s rights, early intervention, literacy, multi and inter‐agency working, school effectiveness and finally, on training and development. This paper outlines and considers these ideas, places the work into a UK‐wide research context and the Welsh educational policy strategy. It also indicates areas where future pilot projects and research will be necessary.  相似文献   

Philosophical Implications of Inflationary Cosmology   总被引：1，自引：0，他引：1  

Knobe  Joshua; Olum  Ken D.; Vilenkin  Alexander 《The British journal for the philosophy of science》2006,57(1):47-67

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黑龙江省辽东木资源的利用与保护     

赵垦田  杨春瑜 《资源科学》2000,(2)

对黑龙江省野生辽东木资源的分布、经济价值、利用现状进行了评述 ,分析了浅山区辽东木资源濒危的直接原因和我国野生植物资源保护所存在的深层次问题 ,提出了野生植物资源的主动保护思想 ,勾画出地方重点保护野生植物的框架 ,并提出建立野生辽东木资源的保护管理费制度、资源调查监测系统和研究其合理利用与保护方法等对策  相似文献   

New Roles for Evaluation at the Detroit Institute of Arts     

Matt Sikora  Daryl Fischer  Beverly Serrell  Deborah Perry  Ken Morris 《Curator: The Museum Journal》2009,52(1):45-65

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高校体育教育与学生体育意识的培养   总被引：19，自引：1，他引：18  

钟振新  张恳  刘望  陈中林  黄依柱 《北京体育大学学报》2002,25(3):381-382，395

培养大学生的体育意识是奠定其终身体育的基础,只有使学生真正具有了体育意识,才能实现大学体育与社会体育接轨和<全民健身计划>提出的奋斗目标.本文论述了体育意识的函义和培养学生体育意识的途径与方法等.希望能为高校体育教学改革的深入发展提供一些有价值的参考.  相似文献   

Archaeology Reports: When Context Becomes an Active Agent in the Rhetorical Process     

Ken Baake 《Technical Communication Quarterly》2003,12(4):389-403

This article explores the writing of archaeologists to argue that the metaphor of context-as-rhetorical-situation may understate the power that context has to shape scientific discourse. The author offers instead the metaphor of context-as-active-agent in the rhetorical situation—one that sometimes reifies values that are dangerous to the archaeologists' belief systems. As scholars of technical writing, we must develop a greater understanding of the subtle but powerful influences that context wields on the writing we read and help to produce.  相似文献