赋权与增能：农民工弱势地位改变的根本途径     

李俊俊 《重庆师专学报》2012,(1):74-77

农民工①作为一个特殊的群体,为国家和社会的经济发展做出了巨大的贡献,可是他们处于社会的弱势和边缘状态,无法分享经济和社会发展的成果。对此,文章分析了农民工弱势地位的基本表现,农民工弱势地位的产生原因,提出改变农民工弱势地位的途径：赋权和增能。  相似文献   

服务行为职能对提升酒店服务质量以及员工授权的思考——概念框架与初步的理论假设     

林赟 《山东商业职业技术学院学报》2012,12(3):6-8,26

为了解决员工服务行为因素如何影响员工授权以及服务质量之间的关系,以服务行为职能为切入点,提出了研究服务职能与员工授权以及服务质量之间的研究概念框架并作出四点假设,这对于企业有效地配置资源,提高顾客满意度以及员工培训方面将具有一定的参考价值和指导意义。  相似文献   

Ready,steady, action: what enables young people to perceive themselves as active agents in their lives?     

Russell Sharp 《Educational Psychology in Practice》2014,30(4):347-364

Government and educational priorities place importance on young people of secondary school age being active, having their voices heard, and participating in their community. This paper explores an understanding of the role of agency in young people’s lives and how the concept is developing. Young people who perceive themselves as having agency may feel they have the ability to change something about themselves or their environment for a valued goal; this may increase their resilience and adaptability to life challenges.

A systematic review of agency-related literature revealed little consistency and coherence in definitions and components of agency, particularly regarding young people. Empirical research used realist grounded theory to analyse discussion of three focus groups consisting of 11 young people aged 13 to 17 involved in active school and community projects in both rural and urban areas from a large county in the UK. Findings indicate how certain psychological factors relate over time between a young person’s thoughts and feelings, their structural context and their positive interpersonal relationships to support their sense of being an agent.

This article argues that focus on young people’s agency is a key thread linking many areas of educational practice to empower young people. Implications for practice with young people, professionals and families are discussed, including use of a schema of the findings to guide assessment and intervention.  相似文献   

Problem-based learning used in the context of cardiac rehabilitation: different scenes and different roles     

Lisa Hjelmfors  Madeleine Abrandt Dahlgren  Anita Kärner  Pia Tingström 《Studies in Continuing Education》2014,36(2):218-232

Several studies show that how patients have difficulties in changing lifestyle even though such changes are essential because they are suffering from a life-threatening disease. Coronary artery disease (CAD) patients met 13 times during a year and used problem-based learning (PBL) to improve their empowerment and self-efficacy in making lifestyle changes. District nurses functioned as tutors, helping patients to formulate issues and to state self-care goals. To identify and describe the enactment of PBL, an ethnographic approach was used, including, for example, participant observations and interviews, all derived from six sessions of the education programme. Five different enactments were found, metaphorically expressed as: ‘The study circle’, ‘The classroom’, ‘The expert consultation’, ‘The therapy session’ and ‘The coffee party’. The education programme did not always function as it was supposed to according to the model, but perhaps this should not be seen as a failure of the pedagogical intervention since these enactments as a whole seem to be a way for the patients to be able to make healthy lifestyle changes. The metaphors can broaden the understanding of what can happen when implementing problem-based learning in health care practice.  相似文献   

Facts,Knowledge, and Skills in the Humanities     

David B. Paxman 《College Teaching》2013,61(4):158-160

Abstract

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed.  相似文献   

Assessing Student Knowledge of and Attitudes toward the Humanities     

《College Teaching》2013,61(3):95-101

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Research and the early years practitioner-researcher     

Carla Louise Solvason 《Early Years: An International Journal of Research and Development》2013,33(1):90-97

This paper challenges the approach that we traditionally take to research (in the realm of Early Childhood) within our colleges and universities. It asks why we have obediently adopted an outmoded and entirely inappropriate approach to research which disempowers and alienates the practitioners that we are working with. This paper calls for Early Childhood tutors to challenge existing regimes in order to introduce students to research that is both meaningful and purposeful for their practice. It embeds purpose and ethicality at the heart of practitioner research.  相似文献   

‘Let them fish’: empowering student-teachers for professional development through the project approach     

LayHuah Goh  Kok-Cheang Loh 《Educational Action Research》2013,21(2):202-217

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Institutionalisation of assessment capacity in developing nations: the case of Malawi     

Bob Wajizigha Chulu 《Assessment in Education: Principles, Policy & Practice》2013,20(4):407-423

Building assessment capacity of educators has historically been unregulated practice in post-independence Malawi. However, recent attempts by government to integrate curriculum and assessment reforms and the introduction of continuous assessment in the system have represented a significant policy shift. These and several other initiatives have necessitated the empowerment, in terms of assessment knowledge and skills, of educators at different levels of the system to support implementation of the reforms. This paper discusses the strategies that Malawi has followed so far to institutionalise the development of assessment capacity and highlights the challenges that it has faced in its efforts to improve the capacity of its staff in assessment. Key lessons for other African and developing nations from the Malawian experience have also been noted.  相似文献   

A Self-Guiding Communities Approach     

Leonard R. Askham 《The Journal of environmental education》2013,44(3):6-7

Abstract

The purpose of this study was to determine the leadership characteristics of effective Colorado Outward Bound school instructors and develop criteria which might be useful in their selection. A biographical inventory questionnaire was developed and administered, along with the FIRO-B personality test, to 130 instructors and assistant instructors at the Colorado Outward Bound school. Profiles of instructors and assistant instructors rated “most effective” and “least effective” were compared to determine if statistically significant differences between the two groups existed. Statistical evidence was found relating a limited number of biographical characteristics to leadership effectiveness. There was no statistical evidence linking personality characteristics and leadership effectiveness.  相似文献