The discursive construction of the ‘competent’ learner-worker: from key competencies to ‘employability skills’1     

Carolyn Williams 《Studies in Continuing Education》2013,35(1):33-49

Australian unions have adopted new organizing methods to rebuild and develop their organizations. This represents a change in direction from the commitment to partnership and tripartite planning that characterized the Accord period under the Labor governments of the 1980s and 1990s to a new focus on capacity building. A serious decline in union density along with shifts in the labour process has led unions to focus on recruiting and organizing new members. The vitality involved is tempered by a hostile legal climate that supports workplace flexibility, casualization, fragmentation and low-wage work, while curtailing the rights of unions to recruit and organize. This paper explores the common heritage between the new organizing and theories of popular education, radical history and social movement experience. The paper suggests that contemporary efforts to regenerate unions as assertive organizations that rely on developing and educating new activists and leaders can benefit from drawing on emancipatory traditions of popular education, radical history and community organizing, and in so doing avoid an uncritical adoption of what might become simply a new set of organizing techniques.  相似文献   

Educational imprints     

Robert L. Williams 《Peabody Journal of Education》2013,88(6):289-291

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Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work     

Bruce A. Cameron  Kari Morgan  Karen C. Williams  Kyle L. Kostelecky 《The American journal of distance education》2013,27(1):20-33

Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.  相似文献   

Making social justice within educational psychology relevant to preservice teachers     

Estella Williams Chizhik  Alexander Williams Chizhik 《Teaching Education》2013,24(3):307-318

We believe that teacher credential programs and, specifically, educational psychology courses should encourage future teachers to act in ways that promote social justice within their school communities as well as the community at large. In this article, we share how we respond to students' concerns, how we infuse a social justice orientation in our educational psychology courses, and how we struggle to attain a social constructivist perspective in a standards-driven context where we find our community of learners.  相似文献   

The cycle of juvenile justice     

Yaschica D. Williams 《Journal of Criminal Justice Education》2013,24(2):257-259

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Ideology and criminal justice: Suggestions for a pedagogical model     

E.J. Williams  Matthew Robinson 《Journal of Criminal Justice Education》2013,24(2):373-392

Without the explanatory power of general theoretical principles, criminal justice educators are limited to subjectively describing the structure and function of our systems of criminal justice rather than explaining why these systems behave the way they do. Because of this, criminal justice lacks integrity as a legitimate academic discipline that seeks to meet the objectives of a liberal arts education. This paper explores the establishment of ideology as a first principle of criminal justice, derived from political philosophy and sociological theory. We examine ways to build upon this principle as a means of teaching criminal justice within the guise of the liberal arts tradition by guiding students toward a deeper understanding of the nature of our criminal justice systems and their place in larger society.  相似文献   

The Limits of Aesthetic Separatism: literary education and Michael Oakeshott's philosophy of art     

Kevin Williams 《International Journal of Research & Method in Education》2013,36(2):163-173

Abstract

The belief that literature can teach us something about life is intuitively plausible but there is a view of literary education that would preclude a teacher from making a direct link between imaginative literature and life. A comprehensive epistemological position that supports this view is to be found in the work of Michael Oakeshott. In challenging this theory of literary education and the philosophy of knowledge that informs it, the article discloses in Oakeshott's work evidence of a more nuanced and defensible view of the role of literature in education.

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The Functional Equivalence Between Movement Imagery,Observation, and Execution Influences Imagery Ability     

Sarah E. Williams  Jennifer Cumming  Martin G. Edwards 《Research quarterly for exercise and sport》2013,84(3):555-564

Abstract

Based on literature identifying movement imagery, observation, and execution to elicit similar areas of neural activity, research has demonstrated that movement imagery and observation successfully prime movement execution. To investigate whether movement and observation could prime ease of imaging from an external visual-imagery perspective, an internal visual-imagery perspective, and kinesthetic modality, 36 participants (M age = 20.58; SD = 3.11; 18 women and 18 men) completed an adapted version of the Movement Imagery Questionnaire-Revised under four modes of delivery (movement prime, external observation prime, internal observation prime, and image-only). The results revealed that ease of imaging was significantly greater during the movement and observation prime conditions compared to the image-only condition (p < .05). Specifically when priming external visual imagery and internal visual imagery, observation facilitated ease of imaging only when the perspective was congruent with the imagery perspective. The results support the use of movement and observation to facilitate ease of imaging, but highlight the importance of considering the visual perspective when using observation.  相似文献   

Effect of Information Load and Time on Observational Learning     

Gavin Breslin  Nicola J. Hodges  Mark A. Williams 《Research quarterly for exercise and sport》2013,84(3):480-490

We examined whether altering the amount of and moment when visual information is presented affected observational learning for participants practicing a bowling skill. On Day 1, four groups practiced a cricket bowling action. Three groups viewed a full-body point-light model, the model's bowling arm, or between-limb coordination of the model's left and right wrists only. Following retention tests on Day 2, all participants practiced after viewing a full-body display. Retention was again tested on Day 3. Bowling accuracy improved in all four practice groups. Kinematics of the bowling arm became more like the model for the full-body and intralimb groups only. All groups improved on measures of interlimb coordination. Visual search data indicated that participants mainly focused their gaze on the model's bowling arm. These data lead to the suggestion that viewing “end-effector” information (i.e., information pertaining to the bowling arm) is an important perceptual constraint early in observational learning. Implicit manipulations designed to increase attention to other sources of information did not facilitate the learning process.  相似文献   

Physiological and metabolic responses of wheelchair athletes in different racing classes to prolonged exercise     

Ian G Campbell  Clyde Williams  Henryk KA Lakomy 《Journal of sports sciences》2013,31(5):449-456

The aims of this study were to examine and compare selected physiological and metabolic responses of wheelchair athletes in two paraplegic racing classes [T3: n?=?8 (lesion levels T1–T7; paraplegics); T4: n?=?9 (lesion levels below T7; paraplegics)] to prolonged exercise. In addition, we describe the responses of three tetraplegic athletes [T2: n?=?3 (lesion levels C6/C7: tetraplegics)]. Twenty athletes completed 90?min of exercise at 75% [Vdot]O_2peak on a motorized treadmill adapted for wheelchairs. The mean (±s) heart rates of the T3 and T4 racing classes were 165±2 and 172±6 beats?·?min^?1, respectively. For the T4 racing class, heart rate gradually increased during the test (P?<0.05), whereas for the T3 racing class, heart rate reached a plateau after an initial increase. The mean heart rate of the tetraplegics was 114±3 beats?·?min^?1. The T3 and T4 classes exhibited similar respiratory exchange ratios, plasma lactate and glucose concentrations throughout the test. For both the T3 and T4 racing class, free fatty acid, glycerol, ammonia, urea and potassium concentrations had increased from resting values by the end of the test (P?<0.05). In conclusion, the results of this study suggest that endurance-trained wheelchair athletes are able to maintain velocities equivalent to the same relative exercise intensity (75% [Vdot]O_2peak) for prolonged periods irrespective of lesion level.  相似文献