Measuring the Outcomes of Career Guidance     

Malcolm Maguire 《International Journal for Educational and Vocational Guidance》2004,4(2-3):179-192

This paper considers the importance of contextual factors which impinge on career guidance activities and their outcomes. It then seeks to identify and clarify definitional and measurement issues, and considers the types of outcomes which are considered desirable and can be identified. Following a discussion of the types of outcomes which are commonly addressed, and the criteria attached to those outcomes, it assesses the various methods of measuring outcomes which are, or might be, employed. It next reviews the existing evidence on the outcomes from career guidance. Finally, the implications of the discussion for both policy and future research agendas are addressed.  相似文献   

Teacher Training in the Arts: At the Vanishing Point     

Malcolm Ross 《The International Journal of Art & Design Education》1999,18(3):351-358

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Promotion,Persuasion and Class-taste: Marketing (in) the UK post-compulsory sector     

Meg Maguire  Stephen J. Ball  Sheila Macrae 《British Journal of Sociology of Education》1999,20(3):291-308

Post-16 providers in the UK now offer a wide range of courses and training in order to respond to the expanded, diversified and 'non-traditional' post-16 market. School leavers are invited to 'choose' from a range of courses and pathways which are being provided in a variety of post-16 educational institutions. These providing institutions are in competition with one another and 'need' the students as their funds are contingent upon successful recruitment (and retention). As a result, many post-16 providers are turning to aspects of marketing in order to publicise their courses and maintain or increase their share of the market. This paper examines two major tactics in the promotion and marketing of post-16 provision-brochures and open days-in relation to issues such as access, targeting, response to 'difference' in the client group/market segment and 'professionalism' of approach. The paper argues that market tactics do semiotic 'work' as class-taste markers.  相似文献   

Tom Schuller, David Raffe, Brenda Morgan-Klein and Ian Clark Part-time Higher Education: Policy, Practice and Experience     

Malcolm Tight 《Higher Education》1999,37(4):401-402

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Index of science reading awareness: An interactive-constructive model,test verification,and grades 4–8 results     

Larry D. Yore  Madge T. Craig  Tom O. Maguire 《科学教学研究杂志》1998,35(1):27-51

The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998.  相似文献   

Reconstructing Dewey: Habit,Embodiment and Health and Well-Being     

Malcolm Thorburn 《British Journal of Educational Studies》2018,66(3):307-319

This critical paper utilises selective education writings by John Dewey as the basis for considering how a strengths-based and personalised view of habit and embodiment could effectively thrive as part of an enhanced health and well-being focus in schools. The paper centres on Dewey’s belief that habits when allied to continuity and interaction could help children to integrate experiences in ways which enable them to constructively evaluate the contribution of health and well-being to their education. The paper concludes by reviewing how the connections between habit, embodiment and health and well-being could be pedagogically strengthened.  相似文献   

Classroom Interaction and the Development of Empowerment     

Malcolm Reed 《Changing English: An International Journal of English Teaching》2018,25(2):115-134

What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leont’ev with regard to understanding the process of children and young people’s development as socialised intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the potential for dynamic change in subjectivity, agency, cooperation and collaboration. After a detailed theoretical contextualisation which links primary sources and the cultural-historical tradition to learning and development through classroom activity, an incident in a lesson is discussed and situated in its wider narrative of practical experimentation, diagnosis and implementation.  相似文献   

The impact of elite labour migration on the identification,selection and development of European soccer players     

J. Maguire  R. Pearton 《Journal of sports sciences》2013,31(9):759-769

In this study, we examined sociocultural aspects of the identification, selection and development of elite soccer players as part of wider processes of globalization, particularly worker migration. Patterns of migration were identified among the 704 players who comprised the national squads of the 32 nations contesting the finalsof the 1998 World Cup in France.An analysis of the migration patterns within and between the six Confederations into which member nations of FIFA are grouped established the European Federation (UEFA) as soccer's core economy. The study is subsequently focused on Europe and, in particular, upon the import strategies of clubs in the four most popular destination countries - England, Germany, Italy and Spain. It is argued that, in light of European Union deregulation of worker migration between member states and, in particular, the Bosman judgement, European soccer is being reshaped. The identification and selection of elite players are producing migrant patterns that are seen increasingly to impact upon indigenous player development and, potentially, the viability and success of national teams. We argue that, although these developments are contoured in part by global economic factors, economic accounts alone do not provide an adequate understanding of them. A series of interrelated economic, political, cultural and social factors is at work. We conclude with a brief outline of the policy implications of the analysis.  相似文献   

Grand designs! analysing the conceptual tensions associated with new physical education and health and well-being curriculum     

Malcolm Thorburn  Andrew Horrell 《Sport, Education and Society》2013,18(5):621-636

The positioning of physical education in the school curriculum continues to reflect external discourses circulating in political and social milieu. As increasing austerity measures influence and restrict educational priorities, we consider that there is an urgent need for physical educationalists to articulate a rationale for an educational contribution which is worthy of investment and which avoids the pitfalls of conceptual ambiguity and/or reliance on narrowly drawn health evidence. We, therefore, write as teacher educators, working within a critical framework, who are concerned by the disconnection between competing visions of physical education, when examined from contemporary sociological and philosophical perspectives. With reference to the policy opportunities available in Scotland, we identify how cultivating salutogenic approaches, where a broad, but nevertheless coherent perspective on health and well-being is advanced could offer enhanced prospects for the centrality of physical education in education and schooling. However, apart from the contribution of Quennerstedt, quite how such approaches can be modelled in curriculum has received little critical attention. We see the potential in applying Tiberius's philosophical and social psychological ideas on developing reflective wisdom and of nurturing in education productive experiences which can help pupils deepen their understanding of the health and well-being decisions they make and of the lives they choose to live. After reviewing the contextual influences on policy, we have begun to consider in embryonic terms the methodological possibilities for teachers as insightful and active curriculum decision makers in years to come. We conclude by summarising the benefits of re-conceptualising experiences in physical education in order to help pupils' make informed decisions which are based on enhanced self-awareness and a perspective on the world that views physical education as an essentially optimistic and good endeavour which is worthy of sustained commitment.  相似文献   

Comparative career accomplishments of two decades of women and men doctoral graduates in education     

Joan S. Stark  Malcolm A. Lowther  Ann E. Austin 《Research in higher education》1985,22(3):219-249

Patterns of doctoral study and subsequent career progress were compared for 756 men and women doctoral graduates in education at a research university from two six-year periods, one before and one after a rapid nation-wide increase in the percentage of women doctorates. Despite advantages relative to men in admission, financial support and full-time study, women doctorates of both periods had achieved less career progress than men but held similarly positive perceptions concerning career impact of the degree. Work experience prior to doctoral study strongly predicted career progress for both genders. Thus, affirmative action may have positively affected the careers of recent women doctorates who were younger and who began study with less established careers than women doctorates prior to 1970.  相似文献