Blood, sweat, and TEARS: 50 years of technology implementation obstacles   总被引：3，自引：1，他引：2  

Wesley P. Leggett  Kay A. Persichitte 《TechTrends》1998,43(3):33-36

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The importance of reflection in experiential learning with community and youth workers for the learning age     

Mary Kenny  Sue Ralph  Marie Brown 《International Journal of Lifelong Education》2013,32(2):115-125

The New Labour government, in its Green Paper on the Learning Age, published in February 1998, put lifelong learning at the heart of its programme. In this article we aim to demonstrate that there is a direct parallel between the processes outlined in the Green Paper and the processes of experiential learning and community development by focusing on the Diploma in Community and Youth Work Studies run by the Community Work Unit (CWU) based in the Centre for the Development of Continuing Education at the University of Manchester.

Community action provides a setting for informal education. Community workers are in a unique position in relation to developing the potential for learning in the groups and individuals with whom they work. Their education and training should enable them to articulate and value their experience and reflect upon it in order to establish a meaningful basis for further self- and/or community development. We will explore how the CWU uses participative learning methods which recognize, value and use the experience and understanding of the participants as a basis for their own and others’ learning, and the relevance of these learning methods to the work practice of the participants.  相似文献   

‘I guess it scares us’ – Teachers discuss the teaching of poetry in senior secondary English     

Mary Weaven  Tom Clark 《English in Education》2013,47(3):197-212

This article reports on a participant‐centred research project with English teachers in a senior secondary college in Melbourne, Australia. It builds on previous research (Weaven and Clark 2009, 2011), which showed a low take‐up of the opportunities to teach poetry in Victoria's senior secondary English curriculum. This study explores the reasons why teachers of English are unwilling to use poetry texts in their senior classes. The teachers who participated in this study discussed and documented their attitudes towards the teaching of poetry and explored with each other the pedagogical challenges associated with teaching poetry. Their discussions – an analysis of which forms the empirical core of this article – reveal a range of explanations for teachers' reservations about offering poetry to their students. Importantly, these teachers were able to use professional discussion as a means to consider what changes in teaching practice could be successfully developed to facilitate more time spent on the teaching of poetry in senior secondary classes.  相似文献   

Deliberative Democracy, Diversity and the Challenges of Citizenship Education     

Penny Enslin  Shirley Pendlebury  & Mary Tjiattas 《Journal of Philosophy of Education》2000,35(1):115-130

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.  相似文献   

Malamud's “the Natural” and the Appeal of Baseball in American Culture     

Kent Cartwright  Mary McElroy 《Journal of American culture (Malden, Mass. : 2003)》1985,8(2):47-56

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Raising reading standards — the Reading Partners approach: cross-age peer tutoring in a special school     

Mary Nugent 《British Journal of Special Education》2001,28(2):71-79

This article, written by Mary Nugent, an educational psychologist working with the National Educational Psychology Service in Dublin, reviews the work done in a special school, in the Dublin area, to develop a Reading Partners Scheme. The school involved in the project, which will be referred to as St Mark's, is a special school for children with moderate learning difficulties (in Ireland described as mild learning difficulties). The Reading Partner's Scheme involved cross-age peer tutoring in reading, working with students in the 8 to 18 age range. The training, organisation and management of the scheme are outlined here. Evaluation studies indicate multiple benefits of the scheme, accruing to both the learners and the helpers. These benefits include progress in reading, enhanced feelings of self-worth and more positive attitudes to school. Ideas for further development of the scheme are described, as well as future research opportunities.  相似文献   

Opportunity to learn as a policy outcome measure     

Sandra J. Stein 《Studies in Educational Evaluation》2000,26(4):343

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Julia Douthwaite,The Wild Girl,Natural Man,and the Monster: Dangerous Experiments in the Age of Enlightenment. Chicago: University of Chicago Press, 2002     

Terrall  Mary 《Metascience》2003,12(3):352-355

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On Behalf of Children: “Rethink Your Regalia”     

Mary Renck Jalongo 《Early Childhood Education Journal》1997,25(1):1-2

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Assessment in an era of empowerment     

Kay M. McClenney 《Assessment Update》1993,5(1):1-6

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