排序方式： 共有22条查询结果，搜索用时 31 毫秒
1.
Michael Welton 《International Journal of Lifelong Education》2013,32(6):635-651
Educating older adults (in the so‐called third age) is becoming an increasingly important activity for the elderly, above all because it empowers them, while at the same time reducing their social exclusion. The aim of this paper is to closely examine the actual state of affairs and the education possibilities for older adults in Slovenia. The article deals with a secondary analysis of data that was collected in three Slovene researches dealing with the participation of adults in the education process in 1987, 1998 and 2004. The purpose of the analysis is to examine te changes in the participation of the older adults, their motivation for education and barriers that have dissuaded them from education. Special attention is devoted to the development of the offer of educational programmes for older adults in Slovenia. The authors state that the offer of education for older adults has improved between 1987 and 2004, while the participation has declined. The older adults mentioned a number of various barriers that represent the reasons for the decline in their participation, however the major obstacle is the low educational level of older adults. 相似文献
2.
Anjalé D. Welton Katherine Cumings Mansfield Pei-Ling Lee 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):481-509
There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci. 相似文献
3.
John Welton 《Higher Education》1983,12(5):597-607
This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:
- The nature of the professional domain of special education assessment;
- The emergence of competing definitions of special educational need and good practice;
- The concern for professional and administrative accountability;
- The concern for the rights of users of special education provision;
- The politicisation of special education through the development of interest groups;
- The market relations between supply and demand in special education provision.
4.
Katherine Cumings Mansfield Anjalé D. Welton Margaret Grogan 《International journal of qualitative studies in education》2014,27(9):1155-1182
STEM education has received significant attention in the USA and is largely fueled by rhetoric suggesting the USA is losing its global competitive edge and that there is a lack of qualified workers available to fill growing STEM jobs. However, a counter discourse is emerging that questions the legitimacy of these claims. In response, we employed feminist critical policy analysis as both a theory and a method to further critique the STEM crisis discourse. We argue that the nature of the current discourse is misleading at worst and incomplete at best and show who is fueling the crisis discourse and who stands to win or lose as a result. We reveal how the crisis discourse draws attention away from the multi-layered complexity of the issue and surface what is missing in the discourse to re-center public attention on protracted problems that still need dismantling. 相似文献
5.
Michael R. Welton 《International Journal of Lifelong Education》2013,32(5):641-656
This essay examines one of the most intractable pedagogical problems of the Marxian revolutionary tradition: who will educate the educator and how ought the learning process to proceed. The solutions of Marx, Lenin and Habermas are critically examined towards the clarification of the emancipatory learning process. This learning process has three components: enlightenment, empowerment and emancipatory collective action. Lessons are drawn for our own time. 相似文献
6.
Michael R. Welton 《International Journal of Lifelong Education》2013,32(4):281-289
This paper sets up an imaginary dialogue between an intrepid critical theorist and several interrogators. The dialogical form allows the author to explore the idea that all of society is a vat school, and that adult educators have a crucial intellectual role to play in the great debates of our age. 相似文献
7.
Anjalé D. Welton Tiffany Octavia Harris Priya G. La Londe Rachel T. Moyer 《Equity & Excellence in Education》2015,48(4):549-570
High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can build upon student differences in order to facilitate meaningful discussions about social justice, especially issues of race. Therefore, in this article we use qualitative case study approaches to examine a high school course on social justice education, paying specific attention to the classroom pedagogy and dialogue on issues of race, power, and privilege. The course was purposefully diverse in enrollment, which brought students together who might not have had interactions with each other prior to the class. We employ Hackman's (2005) five components of social justice education (SJE) as a framework for the analysis of the pedagogy and discussions constructed in the classroom, as well as a common language for what constitutes as social justice education in our research inquiry. Students in the course developed a facility for defining and identifying various forms of oppression and injustice. However, we questioned to what extent these very same issues played out in the class dialogue. Due to the level of student diversity, the course was a unique space to learn about racism and intersecting issues of social justice. However, there was still some student resistance to acknowledging certain aspects of racism. In conclusion, we discuss how social justice education is not absolved from, but rife with complex racial politics. 相似文献
8.
Considering the current structural challenges that exist for students of color (SOC) in accessing a higher education, an epistemology is needed that better represents the complex process SOC endure in this pursuit. College access literature either proposes stages (Hossler and Gallagher in Coll Univ 62(3):207–221, 1987), contextual layers (Perna in Higher education: handbook of theory and research. Springer, Amsterdam, 2006) or a pipeline approach (Horn in Confronting the odds: students at risk and the pipeline to higher education. National Center for Education Statistics, Washington, D.C., 1997; Cabrera and LaNasa in Understanding the colleges choice of disadvantaged. Jossey-Bass Inc, San Francisco, 2000a) that do not consider the additional resources and skills SOC must possess in navigating their educational pathways. This paper presents findings from two larger studies to propose an approach that colors outside the standard college access and readiness frameworks and uses a more culturally responsive approach to consider the complex and auspicious ways in which SOC navigate their college pathways. Culturally responsive recommendations for increasing college readiness and access for SOC in secondary schools will be provided based on the perspectives of SOC themselves. 相似文献
9.
Shernavaz Vakil Evonn Welton Barbara O’Connor Lynn S. Kline 《Early Childhood Education Journal》2009,36(4):321-326
The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism
being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face
the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article
focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism
in their classrooms. 相似文献
10.
Kimberly LeChasseur Anysia Mayer Anjale Welton Morgaen Donaldson 《School Effectiveness & School Improvement》2016,27(2):255-274
Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and the demands of accountability remain understudied. This study asks how teacher inquiry is situated within conflicting school priorities and the impact of competing power structures on PLCs through a case study of a teacher inquiry initiative at 6 urban elementary and middle schools in the US. Data were collected over 3 years of PLC implementation. District officials, principals, reform coaches, and teachers at each setting participated in more than 300 interviews, regular site visits, and annual teacher surveys. The influences of power structures – such as district mandates, accountability pressures, and principal leadership – emerged as strong themes in teacher narratives of what it means to “do” inquiry in their PLCs. 相似文献