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Gary Granville 《The International Journal of Art & Design Education》2011,30(3):349-362
Current education policy discourse in Ireland, as elsewhere, is replete with reference to innovation, creativity and enterprise. Meanwhile, the ‘pedagogical turn’ is a dominant motif in current discourse in art practice, curating and critique, in Ireland and internationally. This article firstly considers some of the implications of the ‘turn’ as a concept in art and education. In that context, it goes on to address changing patterns of curriculum design, development and reform in Ireland. Next, it describes the evolution of Irish education policy over the past decade in the context of global experiences. The particular experience of art education in Ireland is then considered in the light of the curriculum culture and the wider policy discourses already identified. Finally, some implications of the Irish experience are addressed, in terms of art practice at the edges of art education, and art education at the edges of education practice. 相似文献
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Synthia Sydnor Slowikowski 《国际体育史杂志》2013,30(1):140-148
Warren Goldstein, Playing for Keeps: A History of Early Baseball, Ithaca and London: Cornell University Press, 1989. Pp.182; index, notes. James Edward Miller, The Baseball Business: Pursuing Pennants and Profits in Baltimore, Chapel Hill and London: The University of North Carolina Press, 1990. Pp.382; index, notes, illus. George F. Will, Men at Work: The Craft of Baseball, New York and London: Macmillan, 1990. Pp.353; index, illus. 相似文献
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Charles Grant Joyce Langenegger Arnold Ramirez Granville Sydnor 《Community College Journal of Research & Practice》2013,37(11):915-917
Strong partnerships and external funding allowed San Jacinto College North to engage a declining community to transform into one valuing education. A community center, training classes, and student support programs contributed to this effort. The results included doubling Hispanic college enrollment, skyrocketing high school graduation rates, and increasing earning power. 相似文献
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This collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselves as readers, writers, and inquirers; (b) modeling and experiencing inquiry in teacher education coursework; and (c) providing opportunities for teacher candidates to experience purposeful tensions within their teacher education classes. 相似文献
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Granville Sydnor Richard Bailey Charles Grant 《Community College Journal of Research & Practice》2013,37(8):653-654
There was rapid growth of Alabama community colleges in the late 1960s. At the same time, there was rapid growth nationally of fire science associate degree programs. With these concurrent events, one would expect fire department personnel in Alabama to benefit from new community college opportunities in fire science and fire administration. Instead, participation in fire science degree programs has been disappointing. Almost 40 years later, most of the fire-related community college programs in Alabama have closed due to low enrollment, while the national trend for fire science programs indicates steady or growing enrollment elsewhere. This article looks at the 25-year period of 1977 to 2002. Reasons for the decline in Alabama fire-related community college programs are examined. During this period of decline, fire chiefs and leaders of the statewide fire associations failed to publicly embrace higher education. The inescapable conclusion is that the expected benefits to the people of Alabama resulting from significantly higher levels of professional training and education programs for Alabama fire fighters and officers have not been realized. 相似文献
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Kang Jina Baker Ryan Feng Zhang Na Chungsoo Granville Peter Feldon David F. 《Instructional Science》2022,50(3):475-497
Instructional Science - Threshold concepts are transformative elements of domain knowledge that enable those who attain them to engage domain tasks in a more sophisticated way. Existing research... 相似文献
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