'England Expects Every Man to do his Duty': The gendering of the citizenship textbook 1940-1966     

Patrick Brindle  Madeleine Arnot 《牛津教育评论》2013,39(1-2):103-123

This article is based on a pilot study investigating the representation of women in a sample of texts for citizenship education in the immediate post-Second World War era in England. The authors argue that existing research into the field of education for citizenship does not engage adequately with how the subject is taught in schools, and how citizenship education constructs the polity in line with normative and traditionalist assumptions about the role of women and men in society. By studying the texts of citizenship for the period 1940-66, the authors argue that researchers can, if they deploy a more critically engaged approach to the way in which notions of 'citizenship' and 'polity' are gendered, generate new questions and new understandings of how education for citizenship functions in schools.  相似文献   

Two tales of a city: John Walson,Sr., Mahanoy city,and the “founding”; of cable TV     

Patrick R. Parsons 《广播与电子媒介杂志》2013,57(3):354-365

For the last 20 years, scholarly and popular accounts of the development of cable television have recounted the story of John Walson, Sr., who claimed to have started the first CATV system in June of 1948 in Mahanoy City, Pennsylvania. When Walson died in March of 1993, newspapers around the country credited him with starting the nation's first cable system and even “founding”; the industry. The claim, however, has always been clouded by questions and a lack of documentation. This paper reports the results of an investigation of the Walson story. It concludes that, as bright and promising as the Walson tale may be, it probably is not true. At the very least, the preponderance of evidence suggests that Walson got his start in the community antenna television business in late 1950, about the same time as many others around the country and, importantly, probably after another group of businessmen already had begun a system in Mahanoy City itself.  相似文献   

NOTES ON ONGOING RESEARCH IN SPECIAL EDUCATION     

Traian Vrasmaş  Patrick Daunt 《欧洲特需教育杂志》2013,28(2):137-138

ABSTRACT

With the support of Unicef and Unesco, the Romanian Ministry of Education has since 1993 been operating a programme to promote the educational and social integration of children and young people with special needs. In a comparatively short time the programme has grown from a pair of pilot projects to comprise a number of interactive elements which include a Joint European Project within the EU's TEMPUS programme, as well as provision for networking, and for describing, monitoring and generalizing experience of good practice. In this process a ‘philosophy’ of integration has developed which is appropriate to Romanian realities and which offers the possibility of an integration project to everyone concerned with special needs. The paper stresses the importance of the voluntary organizations and their new cooperative relationship with the institutions, and of the role of the universities in professional training. The paper ends with a discussion of the barriers and supports to integration, together with some conclusions about the significance and future of the programme.  相似文献   

Activity-based Learning which Misses the Point     

Heather McLaughlin 《Pastoral Care in Education》2013,31(3):27-29

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Editorial reflections on the field and the journal     

Colleen McLaughlin 《Pastoral Care in Education》2013,31(4):257-259

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The new ‘market‐state’ and education     

Patrick Ainley 《教育政策杂志》2013,28(4):497-514

This paper argues that changes at all levels of education and training (i.e., learning) policy exemplify a new capitalist state formation. This has been aptly named by US political scientist Philip Bobbitt (2002) ‘the new market‐state’, particularly with reference to its administration or ‘governance’. It can be seen especially in the governance of education and training where a new centralized system of contracting or devolving provision to ‘non‐governmental agencies’ has all but replaced the previous ‘national system locally administered’ (Ainley, ). The latter typified the administration of the classic post‐war welfare state, which Bobbitt calls the ‘nation‐state’. Like the former welfare state, the new ‘market‐state’ is also a capitalist state and, therefore, also the means to rule for a persisting capitalist ruling class (Roberts, , pp. 169–192). The new state formation is, however, as different as the former welfare state was in turn from pre‐war capitalist state forms in England. This is particularly clear when the new ‘settlement’ of education and training, imposed by the 1988 Education and 1992 Further and Higher Education Acts, is contrasted with the former welfare state ‘settlement’ established by the 1944 Education Act. In conclusion, implications for opposition to the ‘new market‐state’ are discussed.  相似文献   

Distance education for the gifted and talented: An interactive design model     

David H. McKinnon  C. J. Patrick Nolan 《Roeper Review》2013,35(4):320-325

In 1994, the New South Wales Board of Studies, Australia, introduced three high level Distinction Courses for gifted and talented students: comparative literature, cosmology, and philosophy. All are offered by distance education but the cosmology course employs an interactive design model and an extensive communication system that differentiates it from the other two. This article explains the model and the way it is used in practice to organize, sequence and deliver the course. Discussion addresses ways in which the model might be used to design a wider range of courses for gifted and talented students.  相似文献   

THE PROGRESS OF ICARUS     

Patrick J. Craddock 《Studies in Continuing Education》2013,35(6):40-46

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Construing a career: a developmental view of teacher education and the teacher educator     

C. T. Patrick Diamond 《课程研究杂志》2013,45(2):133-140

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The Principalship in Transition     

Patrick Lattuca 《The Educational forum》2013,77(2):224-233

Many individuals enter administration not fully prepared for their roles. This is because many preparatory programs have persistent weaknesses in the linkage between theory and practice, are irrelevant and grossly inadequate for the current responsibilities of the principalship, and overlook teaching the social realities of administrative roles. Along with aligning administrative programs with standards of effective leadership, the social side of administration must be considered and addressed.  相似文献