Politics Page UK     

Ruth Germain 《British Journal of Special Education》2007,34(4):244-245

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Grasping the Unimaginable: Recent Holocaust Novels for Children by Morris Gleitzman and John Boyne     

Ruth Gilbert 《Children‘s Literature in Education》2010,41(4):355-366

This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast, Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity.  相似文献   

Evaluation of the development of metacognitive knowledge supported by the knowcat system     

Manoli Pifarré  Ruth Cobos 《Educational technology research and development : ETR & D》2009,57(6):787-799

The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students who participated actively in an experiment based on a Computer Supported Collaborative Learning environment called KnowCat. Eighteen university students participated in a 12-month learning project during which the KnowCat learning environment was used to support scaffolding process among equals during problem-solving tasks. After using KnowCat, the students were interviewed over their work in this shared workspace. Qualitative analysis revealed that the educational application of KnowCat can favour and improve the development of metacognitive knowledge.  相似文献   

The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills     

Ruth Bridgstock 《高等教育研究与发展》2009,28(1):31-44

Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information‐ and knowledge‐intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self‐manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self‐management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined.  相似文献   

Motivators and Inhibitors for University Faculty in Distance and e-learning   总被引：1，自引：0，他引：1  

Ruth Gannon Cook  Kathryn Ley  Caroline Crawford  Allen Warner 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):149-163

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.  相似文献   

Strategic Developments in Open and Distance Learning in Central and Eastern Europe     

Ruth Williams 《Higher Education in Europe》2000,25(4):519-528

This article provides a synopsis of the findings of a strategic study on developments in open and distance learning in Central and Eastern Europe. The study was undertaken during 1999 under the aegis of the PHARE Multi-country Programme in Distance Education. The aim of this article is to provide an overview of the issues addressed by the study. These include contextual issues relating to the development of open and distance learning and the changing nature of higher education, an exploration of developments across Europe and the problems associated with those developments, and a discussion of possible solutions to those problems in Central and Eastern Europe with particular reference to legislation, quality assurance and recognition, and strategic management.  相似文献   

Lessons from the Legacy of Canada-China University Linkages     

Ruth HAYHOE  Julia PAN  Qiang ZHA 《Frontiers of Education in China》2013,8(1):80

This article looks at a series of university linkages between Canadian and Chinese universities that were supported by the Canadian International Development Agency as a result of a development agreement signed in 1983 between the two governments. It first reviews relevant theoretical literature on higher education in a global context, and discusses the methodology adopted for the study. Then it provides an overview of a major program of collaboration in management education between 1983 and 1996, presenting views of leaders and participants on both sides. The next section overviews parallel linkages in the areas of education, engineering, agriculture, and medicine over the period from 1988 to 2001, and draws on the literature around university partnerships to identify factors that led, in some cases, to long-term sustainable relationships, but not in all. The final section of the paper reviews two major culminating linkages in environment and law, and suggests that these may have significant lessons for current and future cooperation between Chinese and Canadian universities in a new era of global geo-politics.  相似文献   

Management of Education in the Information Age. The Role of ICT     

Ruth Rees 《Education and Information Technologies》2005,10(1-2):133-136

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Politics Page UK     

Ruth Germain 《British Journal of Special Education》2005,32(3):166-167

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Move over,mother goose: Action verses with animals     

Ruth I. Dowell 《Early Childhood Education Journal》1990,17(4):18-20

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