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PAT DAVIES 《比较教育学》1996,32(1):111-124
This paper explores a number of special alternative arrangements for adults to access higher education in England and Wales, France and Germany and examines the impact on these arrangements of the relationship between the state and higher education in the three countries. The similarities and differences are analysed along two key dimensions: complexity-simplicity and rigidity-flexibility and the absence of clear statistical data in all three countries is accounted for by the way in which the various stakeholders justify their actions. Finally, Weiler's theory of compensatory legitimation is drawn on to assess the effectiveness of the policy innovations and to explain why the noise around them has been louder than the numbers involved might warrant. 相似文献
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MARY LEE SWICKERT 《Counselor Education & Supervision》1997,36(4):332-340
Ten doctoral graduates of counselor education programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) who were engaged in full-time private practice were interviewed for this qualitative study to determine how they viewed professional identity. 相似文献
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Clients' ratings measuring the extent to which they felt inhibited by audio-recorded sessions (for supervisory purposes) were correlated with their scores on each scale of the Adjective Check List. Inhibition was positively related to scores in Self-Control, Endurance, Order, Abasement, Deference, and Counseling Readiness. It was negatively related to Lability, Exhibition, and Autonomy scores. The pattern of correlations was similar for clients with personal-social versus educational-vocational problems, although those of the latter group tended to be higher. Unexpectedly, inhibition ratings of educational-vocational clients manifested a strong positive relationship with their level of counseling readiness. 相似文献
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MARY JOE HANNAFORD 《Counselor Education & Supervision》1978,17(4):300-305
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MARY EAGLETON 《Gender and education》1998,10(3):343-349
Two articles in Gender and Education Volume 10, Number 1 (March 1998) - Pauline Leonard's 'Gendering change? Management, masculinity and the dynamics of incorporation' and Alison Bartlett's 'A passionate subject: representations of desire in feminist pedagogy' - suggested to the author the fruitful potential of 'reading between' positions. Though, at first, the differences between the two articles - in situation, content, critical perspective-loom large, they both circulate around the common problem of finding a place for women in educational institutions that veer between the indifferent, the begrudging or the actively hostile. This article attempts to bring into dialogue the sense of professional woman in Leonard and of corporeal woman in Bartlett. The author also reads between these two articles and her own preoccupation with the role of the feminist teacher and suggests, tentatively, that a new interpretation of 'impersonality' may negotiate the intense involvement Bartlett hopes for and the institutional pressures Leonard feels. 相似文献
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