Poor relations in the preschool family: the funding of playgroups 1     

Peter Moss  Julia Brophy  June Statham 《教育政策杂志》2013,28(5):471-491

Playgroups provide for more children under five than any other preschool service, and now regard themselves as an alternative to, rather than a substitute for, nursery education. There are, however, a number of major issues concerning their funding: income depends largely on parental fees and fund‐raising; playgroups are less well resourced than nursery education; and current resourcing may be too low to ensure quality. Based on research in 45 playgroups in three areas (rural, inner city, and suburban), the paper looks in more detail at the consequences for playgroups of their current funding position and, more specifically, at the impact on various aspects of playgroups ‐ including premises and equipment; opening hours and usage; the position of playgroup workers; the satisfaction of mothers and playgroup leaders; and the playgroup environment ‐ of different funding policies pursued by local authorities in the three study areas. One local authority provided substantial support to individual playgroups, while the other two gave minimal support. The paper concludes by considering three options for the future funding of playgroups.

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Using Art in Counselling     

Peter Aspinall 《Pastoral Care in Education》2013,31(2):121-127

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Taking pupils seriously     

Peter Blatchford 《Education 3-13》2013,41(3):60-65

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The Inventor game: game-theoretical analysis of knowledge-sharing between inventors and employers     

Fons Wijnhoven  Peter Schuur  Judith Timmer 《知识管理研究与实践》2010,8(1):61-75

Knowledge-sharing has often been analysed by one-shot game models, where the balance between costs and the value of knowledge exchanges for different exchange partners has been calculated. This paper reviews this literature and discusses five of its assumptions: (1) the assumption of homogeneity of knowledge, (2) the assumption of one-shot solutions, (3) the assumption of knowledge as value, (4) the assumption of knowledge as the only instrument for an actor to influence the payouts, and (5) the assumption of deterministic profits from negotiation results. We propose a more realistic game-theoretical model for analysing knowledge-sharing, based on alternative assumptions, that is, heterogeneity of knowledge, multi-stage negotiations, knowledge value realized via production functions, the need for side payments, and the working of nature and discount factors. Our model may help in establishing new firms on the basis of existing knowledge owned by companies and their employees.  相似文献   

On the Serious Teaching of Philosophy     

Peter Augustine Lawler 《College Teaching》2013,61(3):105-106

Dozens and dozens of little deaths occur in college classrooms each day as teachers, mostly because of fear, steer themselves and their students away from what is alive and real and toward what is dead, safe, and boring. In this paper, I use a collection of stories to describe a practice that enlivens classroom dynamics that I call “Steering Into the Curve.”  相似文献   

Editorial     

Peter Lang  Peter Ribbins  Eleri Woods 《Pastoral Care in Education》2013,31(3):145-147

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Educative Suffering? Dostoevsky as Teacher     

Peter Roberts 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):372-385

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SCHOOLING AND PROGRESS: ANOTHER ANGLE OF VISION     

Peter Haratonik 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):296-302

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Trick or Treat     

Peter F. Neumeyer 《The Educational forum》2013,77(1)

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Linking to the infosphere: The telecommunications in Primary Science project     

John H. Baxter  Peter F.W. Preece  Howard K. Dodd  Adam G. Dodd 《Education 3-13》2013,41(3):32-36

This article reports on the Telecommunications in Primary Science (TIPS) project. A central aim of the TIPS project was to explore the feasibility of tackling problems associated with some primary teachers' lack of confidence and competence in the physical sciences through a computer network linking together a small number of schools and a university. In the course of the project, teachers became convinced of the potential of using the Internet in the classroom and also valued the electronic delivery of pedagogical guidance.  相似文献