Basic trends in workers' education     

Ašer Deleon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):301-309

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Challenging the premises of international policy reviews: an introduction to the review symposium     

Noah Weeth Feinstein  Jeppe Læssøe  Nicole Blum  Dianne Chambers 《Environmental Education Research》2013,19(2):198-205

In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates?  相似文献   

Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives     

Nataša Pantić  Mary Taiwo  Amanda Martindale 《Teachers and Teaching》2013,19(2):220-239

ABSTRACT

Student teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education.  相似文献   

Inclusion Can Succeed     

Tina Vaughn 《Equity & Excellence in Education》2013,46(1):68-69

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Introduction To The Futures Focus Issue: The New Rules Of Business     

Dale F. Campbell  Tina M. O'Daniels 《Community College Journal of Research & Practice》2013,37(6):437-440

The Community College Futures Assembly has served as a national independent policy think tank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize leading-edge trendsetting programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are challenged. The 2006 Community College Futures Assembly focused on “The New Rules of Business.”

This special focus issue of the Community College Journal of Research and Practice highlights the “best practices” of 30 Bellwether trend-setting institutions. These institutions competitively presented their “lessons learned” to representatives of colleges interested in replicating their award winning programs. In each of the three award categories, Instructional Program and Services; Planning, Governance and Finance; and Workforce Development; 10 Bellwether finalists were competitively selected. Finalists were featured as presenters at the assembly to share their leading-edge ideas with participants. Three institutions then won the prestigious Bellwether Award in their respective category.  相似文献   

Cultural Studies in Turkey: Education and Practice     

Gönül Pultar  Ayşe Lahur Kırtunç 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):129-153

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Three suggested teaching strategies for students who are deaf or hard of hearing     

Tina J. Herring  M. Lynn Woolsey 《Support for Learning》2020,35(3):346-358

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.  相似文献   

Strategic Embodiment in Virtual Spaces: Exploring an on-line discussion about sexualities equality in schools     

Renée Depalma  Elizabeth Atkinson 《Discourse: Studies in the Cultural Politics of Education》2007,28(4):499-514

This paper analyses patterns of participation on a voluntary anonymous Web-based discussion forum, open to students and faculty in one UK university, concerning sexualities equality in schools. Analysis revealed that participants often rejected the security of anonymity and strategically embodied themselves and others (as gay, straight, parents, etc.) to provide authority and ethical grounding for certain arguments. These embodied arguments invited engagement and promoted dialogue. We found that while personal embodiments were crucial for meaningful interaction, they also brought the risk of personalizing systematic inequality and fostering a victimization discourse. In the light of this, we argue that both individual and collective perspectives are crucial for promoting sexualities equality in school.  相似文献   

珀里斯特拉     

Tina Boikos 《海外英语》2008,(8):50

Peristeri means a clove in Greek. It's also the name of the area I was staying while I was visiting my grandmother's family in Athens, Greece. Surrounded by a myriad of unfamiliar faces, jetlagged and exhausted, I tried to make sense of all the buzzing conversations going on around me. Sitting on the veranda of my grandmother's sister's home in Peristeri, I studied the faces of my relatives; I barely knew any of them at the time, and the newness of my surroundings captivated me, regardless of my knee-trembling sleepiness.……  相似文献   

Prospective primary teachers’ shift in locus of control and pedagogy focus     

Lipovec  Alenka  Podgoršek Mesarec  Manja 《Journal of Mathematics Teacher Education》2021,24(4):361-373

Journal of Mathematics Teacher Education - This paper presents the findings of an empirical research project, designed with a combination of qualitative and quantitative methodology. Our goal was...  相似文献