排序方式： 共有22条查询结果，搜索用时 31 毫秒
1.
Bernie Grummell Michael J. Murray 《Journal of educational administration and history》2015,47(4):432-450
Further education typically represents the vocational, technical and practice-based forms of education, but this is now being repositioned in a neo-liberal era that is driving a performance-based and market-orientated vision of education in the Republic of Ireland and elsewhere. The implacable drive of neo-liberal economics in everyday practice is evident in the current economic and training discourses of further education, which aim to upgrade the employability of low-skilled and marginalised sectors of the population. The article provides an overview of shifts in educational policy and practices that align Irish further education with what has occurred in the UK and elsewhere through processes of professionalisation and performativity. Analysis of the potential impact on notions of professional identity in the sector helps to articulate the principles, pedagogies and philosophies that will be vital when contesting the performance cultures of New Managerialism that seem likely to ensue. We explore the implications in terms of the policy discourses, organisational structure and professional practices of further education. We contend that changes in these areas have profound impacts on the learning and knowledge base of further education, constraining its social justice and transformative capacity for the learners at the heart of further education. 相似文献
2.
Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership 总被引：1，自引：0，他引：1
This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees. 相似文献
3.
Developments arising from recent theory‐directed attempts to understand learning are exposing weaknesses in the monopoly position attained by the operant model in special education. These new developments attest to the importance, the primacy and the functional significance of learning to use and to relate events (stimuli) in the environment. They also highlight the way in which the operant model excludes important learning details from consideration, not because they are intrinsically unmeasurable, but because measurable manifestations of them are not available at the time learning is taking place. Instructional technology, when updated to take into account these new developments, should be able to provide more reliable and more successful acquision, more precision in task analyses and, especially, more success in complex, longitudinal learning domains. Developing new technologies to supplement the successful operant ones should enable us to set higher expectations for success with, for example, intellectually disabled people in those domains in which they traditionally fail. 相似文献
4.
ABSTRACT: This article explores the 'second chance' myth that surrounds the role of adult education in society. This myth apparently offers all citizens an equal chance to access educational opportunities to improve their life chances. I argue that recent developments in educational policy-making are increasingly shaped by neoliberal discourses that adapt adult education principles, such as lifelong learning and emancipation, for its own economic and political logic. This has important implications for adult education, especially equality of opportunity and social inclusion. 相似文献
5.
Developing undergraduate research skills in a faculty of education: motivation through collaboration
This paper explores motivational factors underpinning undergraduates’ learning of research skills through individual research projects with collaborative tutorials. Research has long pointed to group support, positive affect and scaffolding as important for motivating and facilitating learning. Furthermore, UK government priorities have placed an increasing emphasis on the need to develop the key skills of inquiry and working with others. However, this is set in a context of assessment and practice in higher education that encourages individualist and instrumental perspectives on gaining competencies and knowledge. Traditionally undergraduate research skills have been taught through lectures and small‐scale projects chosen by the students with individual tutorial support in a faculty of education. Here our action research introduced collaborative tutorials as another element of teaching. We examine the process of collaboration to explore factors that support motivation to learn through two principal theoretical frameworks. 相似文献
6.
I Anne Leditschke Margot Green Joelie Irvine Bernie Bissett Imogen A. Mitchell 《Cardiopulmonary Physical Therapy Journal》2012,23(1):26-29
Purpose
Recently there has been increased interest in early mobilization of critically ill patients. Proposed benefits include improvements in respiratory function, muscle wasting, intensive care unit (ICU), and hospital length of stay. We studied the frequency of early mobilization in our intensive care unit in order to identify barriers to early mobilization.Methods
A 4-week prospective audit of 106 patients admitted to a mixed medical-surgical tertiary ICU (mean age 60 ± 20 years, mean APACHE II score 14.7 ± 7.8) was performed. Outcome measures included number of patient days mobilized, type of mobilization, adverse events, and reasons for inability to mobilize.Results
Patients were mobilized on 176 (54%) of 327 patient days. Adverse events occurred in 2 of 176 mobilization episodes (1.1%). In 71 (47%) of the 151 patient days where mobilization did not occur, potentially avoidable factors were identified, including vascular access devices sited in the femoral region, timing of procedures and agitation or reduced level of consciousness.Conclusions
Critically ill patients can be safely mobilized for much of their ICU stay. Interventions that may allow more patients to mobilize include: changing the site of vascular catheters, careful scheduling of procedures, and improved sedation management.Key Words: intensive care units, mobility, physical therapy 相似文献7.
8.
9.
10.
This paper presents evidence from an ESRC funded research study into the implementation of the Literacy Hour in small rural schools in England. It supports evidence from national UK data that progress in literacy was made during the first year in which the Literacy Hour was operative. However, evidence from this small‐scale study shows progress being different in each class. Evidence is also presented to show that reading scores provide only a partial picture and that progress in writing may be evident in different classes. It is argued that following the Literacy Hour is not enough but that how teachers teach and the tasks they set during this classroom time have implications for the kind of progress made. 相似文献