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71.
72.
Anne Looney 《Curriculum Journal》2013,24(3):177-192
The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland. 相似文献
73.
Cynthia R. Chambers Michael L. Wehmeyer Yumiko Saito Kerry M. Lida Youngsun Lee Vandana Singh 《Exceptionality》2013,21(1):3-15
Abstract Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination. 相似文献
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The librarians of the Health Sciences Library worked with the director of the Primary Care Clerkship to reinforce the principles of Evidence-Based Medicine (EBM) searching, taught during the first two years of medical school, through an intensive workshop. The purpose of the program was to ensure that students apply EBM principles in a timely and effective manner in clinical situations. Working in teams led by a resident and librarian, students researched real cases and then evaluated the effectiveness of their approach to the problems. This paper outlines the rationale for the team approach, reviews the administration of a computer-based workshop, and discusses the evaluation process. Evaluation focused on both the current workshop and its implications for the informatics program presented to students during years one and two. 相似文献
78.
This article is an edited and condensed version of the report of a study carried out under the auspices of the Joint Information Systems Committee (JISC) and the Publishers Association (PA). It develops the conclusions of an earlier analysis (Bide, Oppenheim & Ramsden, 1997) and builds upon discussions between representatives of JISC and the PA held in the summer of 1997. The full report is available on the UKOLN server at www.ukoln.ac.uk/services/elib/papers/pa/charging/ 相似文献
79.
Title IX and Retaliation: The Impact of Jackson v. Birmingham Board of Education on Higher Education
Kerry Brian Melear 《Journal of Personnel Evaluation in Education》2007,19(3-4):91-103
In 2005, the United States Supreme Court rendered a closely divided opinion that extends the protections against discrimination
provided by Title IX of the Education Amendments of 1972 to include a private cause of action for retaliation in Jackson v. Birmingham Board of Education. Therefore, “whistleblowers,” or employees who report allegedly discriminatory practices, can file suit against employers
who retaliate against them on the basis of their complaints under the auspices of Title IX, which prohibits discrimination
“on the basis of sex” by recipients of federal education funds. Unlike other federal anti-discrimination laws such as Title
VII of the Civil Rights Act of 1964, retaliation is not expressly mentioned within the text of Title IX, and the Supreme Court
reasoned that the broad language of the statute encompasses implied protections against retaliation, regardless of the gender
of the employee who alleges retaliatory action. As a result of Jackson, the first generation of litigation against colleges and universities under this expanded standard has begun to navigate
the federal courts. This article analyzes the Supreme Court’s opinion in Jackson and the related cases representing the first application of the retaliation standard articulated therein to colleges and
universities. The article concludes with suggestions for insulation from liability associated with alleged retaliation claims
against administrators and educational institutions. 相似文献
80.
The purpose of this study was to determine the differences between third and sixth grade female and male students when retelling orally a story read silently. The students' retelling of the story was analyzed by comparing how closely, both structurally and linguistically, they paralleled the T-units or communication units of the author. In general, female students performed significantly differently than did male students. The researchers examine these differences in light of recent research in the area of gender differences. 相似文献