太平洋群岛技术和职业教育与培训政策和规划综述(一)     

John Bartram 《职业技术教育》2007,(12):76-79

引言2001年,太平洋地区教育部长一致同意通过了"基础教育行动计划"。"行动计划"指出,发展合理的国家教育政策和规划框架是非常重要的。每个国家都应以合适的国际标准和资格为尺度,考虑建立一个覆盖基础教育、小学教育、中等教育、技术和职业教育与培  相似文献   

Design and evaluation of instructional systems     

John Gilpin 《Educational technology research and development : ETR & D》1962,10(2):75-84

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Academic journals and the politics of publication in adult,continuing and lifelong education     

Marcella Milana  Steven Hodge  John Holford  Richard Waller  Sue Webb 《International Journal of Lifelong Education》2016,35(6):587-589

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The issue at a glance     

John F. Wozniak 《Academic Questions》1994,7(3):3-4

The issue at a glance  相似文献   

Agile administrative choreographies for multimode education at the University of Pretoria     

Tony John Mays  Folake Ruth Aluko 《Distance Education》2019,40(1):5-19

This paper responds in part to a special edition of this journal (39/2) on dual-mode provision. We were concerned that contact providers might drift into distance education provision through extending campus-based online learning without first thinking through the underpinning implications of its administrative systems, an issue that was not addressed in the special edition. Proceeding from a pragmatic and constructivist perspective, while adopting a transactional orientation drawing on systems theory and hermeneutics, this paper focuses on the challenge for administrative staff and systems of the changing nature of provision in terms of both the underpinning learning and business models. Based on experience and reflection, we conclude that the move into dual- and multimode provision is inevitable and that this requires agility on the part of both administrative staff and systems that is often overlooked in planning and review processes.  相似文献   

Teacher influence in the classroom: A context for understanding curriculum translation     

Olson  John 《Instructional Science》1981,10(3):259-275

Innovative doctrines create dilemmas for teachers. These dilemmas arise because, when teachers decide to adopt new practices, they face new uncertainties about their role in the classroom, the effectiveness of their methods and the purposes of their instruction. The way teachers used the materials of a particular innovation, the Schools Council Integrated Science Project, is described and explained in terms of teacher control over the uncertainties of classroom life. The Project proposals, initially seen by teachers as increasing the diffuseness of their work, were modified by them so that it was clearer to them what was to be accomplished and how it was to be done. At the same time, a functional alignment of goals, techniques and social relationships was maintained through teacher influence in the classroom. The translation of the materials into more specific terms meant that important elements of the doctrine of the Project were either ignored or redefined in more traditional terms. Such redefinition of innovation in specific terms raises questions about the effectiveness, as instruments of change, of centralized curriculum projects remote from the practical problems of schools. Implications for curriculum policy and research into the dilemmas teachers face in teaching are discussed.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association, Boston, Mass., April 1980.  相似文献   

Book reviews     

John B. Haney 《Educational technology research and development : ETR & D》1976,24(3):329-347

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Letters     

John H. R. Polt 《Academic Questions》1992,5(3):5-5

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The inverse tool principle     

John C. Belland 《Educational technology research and development : ETR & D》1985,33(1):51-57

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FUNDAMENTALISM AND EDUCATION: A Case‐study in Social Ambiguity     

John Knight 《Discourse: Studies in the Cultural Politics of Education》1985,5(2):19-38

Religious fundamentalism has played a significant role in the contemporary conserviative attack on public education. For those who are concerned to defend even the limited degree of liberal or progressive education now existing, it is essential to understand the nature and implications of this populist and reactionary social phenomenon whose appeal is enhanced by the current social and economic crisis. Using the Seventh‐ day Adventist Church in case study fashion, the article draws upon sect literature, documents and interviews, to outline normative Adventist assumptions and practice in schooling. On the basis of this analysis, an explanation of the ambivalence of fundamentalism to education is offered. It is argued that while fundamentalism is typically antithetical to social pluralism, secular or humanistic morality and lifestyles and progressive education, it supports the unequal economic and social structures of contemporary western society. Hence fundamentalism typically seeks to control the process and substance of education, not to eliminate it.  相似文献