Putting it All Together: Weaving a Common Thread of Assignments Through Introductory OM Courses     

Stephen Mahar  Peter A. Salzarulo 《Decision Sciences Journal of Innovative Education》2008,6(2):233-237

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Labour perspectives on the new politics of skill and competency formation: International reflections     

Peter Sawchuk 《Asia Pacific Education Review》2008,9(1):50-62

Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced capitalist countries. A substantial critique has emerged over this same period regarding issues of instrumentality and social control, as well as the failure of skill/compentancy approaches to articulate a meaningful understanding of human learning capacities. In this article, these critical perspectives are clarified further by a review of contributions to understanding the skill/competence question emerging from sociology of work literature. Building from these critiques, this article outlines recent experiences with and perspectives on skill/competency frameworks amongst different national labour movements. Included in this outline is a more detailed, comparative analysis of Norway and Canada; here we see the lofty ‘new’, ‘knowledge economy’ rhetoric — in two countries where one might expect to see it blossom in application — brought down to earth by the realities of industrial relations, employer intransigence and intra-labour movement differences. ‘Skill/competence’ proves to be a floating signifier that, amongst both employers and labour, stands as a proxy for ‘power/control’ struggles. Degenerating in this way, from a labour perspective, the new politics of skill/competency formation is seen to have spiraled toward irrelevance in Norway and Canada; awaiting, in both countries, a re-invigoration through attention to changes in the participatory structure of the labour process itself.  相似文献   

Inter Navex 70 and ICEM Annual General Assembly Olympia,London, July 1970     

Peter J. Vernon 《Educational Media International》2013,50(4):22-25

With respect to films, OFRATEME cooperates with FWU without any true coproduction. For example so far as 16mm films are concerned, the films produced all come within the scope of the free-exchange agreement made either at Council of Europe level or ICEM level. For example for 8mm films, all the producting countries, including France and West Germany, wish to retain ownership of their films, and negotiate the transfer of utilisation rights within the framework of the distribution system.  相似文献   

Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.     

Peter Bartanen 《The Journal of educational research》2016,109(6)

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Opening the Regulatory Black Box of Clinical Cancer Research: Transnational Expertise Networks and “Disruptive” Technologies     

Alberto Cambrosio  Pascale Bourret  Peter Keating  Nicole Nelson 《Minerva》2017,55(2):161-185

Building on previous work on “regulatory objectivity,” the paper examines recent translational research and cancer genomics to explore the bundle of scientific and regulatory activities that generate and manage the platforms at the core of clinical trials, the “gold standard” of clinical research and evidence-based medicine. In particular, the paper explores the activities of a chain of mediators within a seamless regulatory web characterized by the interaction of endogenous and hybrid regulatory activities that are neither hierarchical nor linear. We contend that a full understanding of the dynamics of regulation in the biomedical domain ought to consider this chain of mediations; that their analysis necessitates understanding the content of the practices they regulate; and that in addition to examining the interactions between different regulatory modalities, we need to pay attention to their development insofar as regulation, far from being mere routine, leads to the emergence of novelty by coproducing the entities it regulates. These activities include not only setting out the conditions that must be respected in order to produce reliable test results, but also the conditions that define the relations (within a clinical context) between the different components of diagnosis as well as the consequences of such relations on clinical judgment. This is why we cannot treat organizational practices as distinct from the content of bio-clinical activities.  相似文献   

Not fit for purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties     

Peter Imray  Viv Hinchcliffe 《Support for Learning》2012,27(4):150-157

The introduction of the National Curriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties.  相似文献   

Miss Arbuckle     

Peter Meinke 《The Educational forum》2013,77(1)

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Books,Teachers, and Committees‐‐a Comparative Essay on Authority in Science Education     

Peter J. Fensham 《International Journal of Science Education》2013,35(3):245-252

Summaries

English

In this essay, Professor Peter Fensham examines the respective roles of books, teachers and committees as source and authority of scientific information in the context of school science education. In his comparative analysis of recent curriculum development trends in the USA, England and Australia, he detects significant differences in what is accepted in the different countries as ‘authority about science knowledge’ and argues that these differences emerge from the different historical, political and economic development of the three apparently similar countries.  相似文献   

Higher Education Policy and Legitimacy Building: the Making of a New Academic Credential in Ontario     

Peter Hurley  Creso M. Sá 《Higher Education Quarterly》2013,67(2):157-179

Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio‐cultural aspects of higher education systems in policy design, particularly the role of legitimacy.  相似文献   

Aboriginalizing methodology: Considering the canoe     

Peter Cole 《International journal of qualitative studies in education》2013,26(4):447-459

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