Luigi Pellizzoni and Marja Ylönen (eds.), Neoliberalism and Technoscience: Critical Assessments     

Peter Wehling 《Minerva》2015,53(2):193-198

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An Introduction to the 110 Pocket Camera System     

Peter Hale 《Educational Media International》2013,50(3):18-23

Television is able to present information to the visual as well as to the aural senses. Further, it can show not only still pictures but moving sequences. The majority of educational broadcasts on television do not show movements as an integral part of the instructional process. It is usually present but unnecessary. On the other hand, there are times when the medium of television is used to the full when a combination of synchronised sound vision and movement is used to create an overall mental concept called a ‘dramatic effect’.  相似文献   

Learners: Research on learners and learning in distance education: A review     

Peter S. Cookson 《The American journal of distance education》2013,27(2):22-34

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Listening Publics     

Peter Kreten 《广播与电子媒介杂志》2013,57(2):327-329

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The Art of the Impossible? A Case Study and Reflections on the Experience of Art in a Rural Kenyan Primary School     

Peter Gregory 《The International Journal of Art & Design Education》2012,31(3):265-275

The arguments for, and justification of, the value of teaching art in school have been made previously, but contextually these are often situated in Western affluence. This article explores the issues with a strikingly contrasted setting. The rural school in the study is approximately 30 minutes' drive from the nearest town, and the pupils are drawn from the surrounding rural bush area which is itself developmentally and materially poor in comparison to the UK. In school, the poverty seemed initially to relate to a lack of educational resources, but the reality experienced in the classroom may have also been linked to other issues. These included the desperate preoccupation with survival in difficult climatic conditions, a postcolonial legacy and the delicate balance of utilising resources without waste. What conclusions might then be drawn about the teaching of art? Utilising the work of others who have considered the issues in Kenya, this small‐scale ethnographic case study is presented with personal reflection and observations. The author would be pleased to hear from others with similar experiences or who have recognised additional issues in seemingly challenging circumstances.  相似文献   

Truths about non-existent things     

Peter Forrest 《Metascience》2012,21(2):305-307

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Editorial     

Peter Cunningham 《History of education》2013,42(3):293-294

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Building a Successful Adult Life: Findings From Youth-Directed Research     

Laurie E. Powers  Tracee Garner  Betsy Valnes  Peter Squire  Alison Turner  Todd Couture 《Exceptionality》2013,21(1):45-56

Abstract

Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed.  相似文献   

Making sense of the development of inclusive practices     

Mel Ainscow  Andy Howes  Peter Farrell  Jo Frankham 《欧洲特需教育杂志》2013,28(2):227-242

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.  相似文献   

Approaches to the teaching of STS in science education     

Peter J. Fensham 《International Journal of Science Education》2013,35(4):346-356

The Science, Technology and Society movement is a movement within higher and school education that seeks to bring the science education of students at these respective levels more closely to their needs as members of increasingly technological societies.

As far as school science education is concerned, two parallel developments have been occurring since the mid 1970s. The first is an evolving conception of the ways in which these interactions between Science, Technology and Society may be dealt with in science education. The other is the development of text and other curriculum materials that provide assistance for teachers wishing to teach science with these emphases. This paper outlines these two developments and brings them together by using an epistemological typology from the first to classify the varieties of curriculum materials now available.  相似文献