Leisure and Cultural Conflict in Twentieth-Century Britain     

Neil Carter 《Sport in History》2016,36(2):265-267

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‘Disadvantaged Learners’: Who Are We Targeting? Understanding the Targeting of Widening Participation Activity in the United Kingdom Using Geo‐Demographic Data From Southwest England     

Neil Harrison  Sue Hatt 《Higher Education Quarterly》2010,64(1):65-88

This paper analyses the definition of the appropriate target group for widening participation activities advanced by the Higher Education Funding Council for England in their Targeting Disadvantaged Learners advice to Aimhigher and higher education providers. This definition includes components of area deprivation and higher education participation rates, which are apparently intended to act as a proxy to reach learners from lower socio-economic groups. Through statistical analysis of geo-demographical data from the Southwest region of England, this paper questions whether the HEFCE targeting guidance is likely to meet the policy aims that underpin it and reach the 'disadvantaged learners' of its title. It is found that the geographical proxy tends to miss learners from lower socio-economic groups in areas of wider affluence and those in rural areas. The paper concludes by questioning whether the areas identified by a rigorous application of the targeting guidance are likely to be the most fruitful locations for outreach activities in the short-term given the ingrained, multi-faceted and multi-generational challenges which they face.  相似文献   

Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction,distraction and cyberbullying     

Neil Selwyn  Jesper Aagaard 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):8-19

There is now an emerging worldwide trend for mobile phones being banned from classrooms and schools. While some academics working in the area of educational technology have raised concerns, many others have so far failed to respond to what is a significant shift in the ongoing development of digital education. The paper considers how academic researchers and other educational technology stakeholders can respond to what might be perceived as the curtailment of some forms of digital education. In particular, the paper argues that this current turn away from digital devices offers an opportunity to advance understandings about a number of seemingly problematic issues regarding the continued use of digital technologies in schools. In particular, the paper reconsiders five such areas of concern that are associated with banning phones from school: (1) technology addition; (2) digital distraction; (3) cyberbullying; (4) surveillance capitalism; and (5) environmental sustainability of digital education.  相似文献   

Establishing the need for health communication research: best practices model for building transdisciplinary collaborations     

Debbie Treise  Claire Baralt  Kristina Birnbrauer  Janice Krieger  Jordan Neil 《Journal of Applied Communication Research》2016,44(2):194-198

The benefits of transdisciplinary collaboration for addressing complex health problems are widely accepted; however, acknowledging the bumps and twists along the road that are inherent in those collaborations is often considered taboo. Academic norms that prevent open discussion of these challenges can have counter-productive results. This essay describes the major education efforts, milestones, and footfalls in the development of an effective partnership between communication-trained researchers in a College of Journalism and Communications and medical researchers in a College of Medicine. We hope it can serve as “best practice” for understanding the value of team science and interdisciplinary research collaborations.  相似文献   

Costing Initial Teacher Education: Do Institutions Cost their Primary Provision     

Neil Burton 《Higher Education Quarterly》2000,54(3):259-273

Initial Teacher Education (ITE) courses operated by Higher Education Institutions (HEIs) have, for several years, been facing a decreasing unit of resource. Over the same period these HEIs have also been required to introduce a 'prescribed curriculum' for Initial Teacher Education and transfer a proportion of their funding to placement schools. In this context, a survey of all primary undergraduate providers in England was undertaken to determine the extent to which these changing financial conditions were formally incorporated within course design. An analysis of the responses indicates that only a minority of institutions formally cost their courses, and the factors that are included in the costing process vary significantly between institutions. The availability of the data, within institutions, leads to questions concerning the extent to which these data inform course design decisions, and the extent to which HEIs can effectively argue with resource decisions made by the funding body.  相似文献   

Samuel Heilman and Menachem Friedman,The Rebbe: The Life and Afterlife of Menachem Mendel Schneerson (Princeton and Oxford: Princeton University Press, 2010)     

Neil Gillman 《Journal of Jewish Education》2013,79(1):70-72

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Questioning Reality,Questioning Science: Teaching Students in the Food and Agricultural Sciences about Epistemological,Ethical, and Empirical Controversies          下载免费PDF全文

Robert Chiles  John Neil Coupland 《Journal of Food Science Education》2017,16(2):49-53

The effective application of food science depends on social constraints, yet the training for food scientists does not adequately consider the contested social context under which food is processed, packaged, and prepared. We recently co‐taught a new course (“Arguing about food”) intended to introduce students to critical perspectives on the epistemological, ethical, and empirical assumptions that characterize contemporary food controversies. Through a series of guest lectures, readings, and discussions, students engaged with contrasting views on data quality, food ethics, nutrition, safety, governance, and the scientific enterprise as a whole. A key feature of the course was that we did not seek to defend any particular position. Rather, we examined how different values could lead reasonable people to take different views on scientific issues. Course requirements included a pass/fail quiz, a series of written reading responses, a group project devoted to a case study, and active attendance and participation. The students were engaged and challenged by the material, and at the end of the semester, reported that the course had also been useful and informative to them as young professionals embarking upon careers in the food and agricultural sciences.  相似文献   

Digitally distanced learning: a study of international distance learners’ (non)use of technology   总被引：1，自引：1，他引：0  

Neil Selwyn 《Distance Education》2011,32(1):85-99

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Do you hear voices? Problems in assessment of mental status in deaf persons with severe language deprivation     

Glickman N 《Journal of deaf studies and deaf education》2007,12(2):127-147

When mental health clinicians perform mental status examinations, they examine the language patterns of patients because abnormal language patterns, sometimes referred to as language dysfluency, may indicate a thought disorder. Performing such examinations with deaf patients is a far more complex task, especially with traditionally underserved deaf people who have severe language deficits in their best language or communication modality. Many deaf patients suffer language deprivation due to late and inadequate exposure to ASL. They are also language dysfluent, but the language dysfluency is usually not due to mental illness. Others are language dysfluent due to brain disorders such as aphasia. This paper examines difficulties in performing a mental status examination with deaf patients. Issues involved in evaluating for hallucinations, delusions, and disorganized thinking are reviewed. Guidelines are drawn for differential diagnosis of language dysfluency related to thought disorder vs. language dysfluency related to language deprivation.  相似文献   

Anton Ehrenzweig,the Artist Teacher and a Psychoanalytic Approach to School Art Education     

Neil Walton 《The International Journal of Art & Design Education》2019,38(4):832-839

In the 1960s Anton Ehrenzweig devised an experimental course for school art teachers based on his deep knowledge of British psychoanalytic theory, especially Melanie Klein’s ideas of projection and introjection. Ehrenzweig’s early advocacy for the idea of an artist teacher, which formed a key element of his Art Teachers Certificate course at Goldsmiths, could be seen as ahead of its time, anticipating some of the ideas and practices of the past couple of decades. However, his claim that good teachers use their pupils as a medium for the teacher’s own creativity raises ethical questions that still resonate today. In this article, I will draw out some comparisons between Ehrenzweig’s theories of creativity and art education, and recent writing on the artist teacher. I will consider ways in which Ehrenzweig’s development of Kleinian psychoanalytic theory can both complement and challenge current thinking about the merging and differentiation of artist, teacher and student identities.  相似文献