Creating a Binary Policy in Austria     

John Pratt 《Higher Education Quarterly》1993,47(2):142-162

In 1993, the Government of Austria passed legislation establishing a 'binary policy' in higher education. A new accrediting body the Fachhochschulrat was created, empowered to accredit vocationally oriented courses in any institution seeking to offer them. Institutions meeting certain conditions will be entitled to seek designation as Fachhochschulen. The policy marks an important departure from the traditionally highly regulated and centralized system of policymaking in Austria. The article offers an analysis of the factors leading to the policy and analyses the implications for the future. It draws on the author's experience as a member of a team of examiners from the Organization for Economic Co-operation and Development (OECD) undertaking a policy review of Austrian higher education, and points to lessons for Austria from the United Kingdom's experience over the last 25 years.  相似文献   

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty     

Catherine P. Berei  Erica Pratt  Melissa Parker  Kevin Shephard  Tanjian Liang  Udon Nampai 《Research quarterly for exercise and sport》2017,88(4):455-467

Purpose: Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational environment. The interconnected aspects of SCCT have different emphasis related to self-efficacy, outcome expectations, or personal goals pursuit. This study explored physical education teacher education (PETE) faculty members’ continuing engagement in scholarly activity through SCCT. Method: Data collection included interviews with 9 senior PETE faculty members who met the criteria for “productive scholars over time.” Curriculum vitae were collected to verify productivity. Results: Data analysis revealed guidepost themes that included collaborating, finding balance, defining a research process, and maintaining a strong work ethic. Roadblocks encountered included other obligations and lack of support for research. Conclusions: Participants demonstrated strong self-efficacy; held high, positive expectations for success; and set very specific, clear, and deliberate goals. Participant behavior was moderated by their personal attributes (capacity to build relationships, set goals, and maintain interest and passion) and was tempered by the environments in which they worked. Fostering similar behaviors has the potential to guide future and current PETE faculty members in creating supportive and encouraging atmospheres for sustained productivity. The lack of literature relating to this topic warrants the need for more research exploring the influential factors and benefits gained from sustained scholarly productivity over time for PETE faculty members.  相似文献   

How young people respond to learning spaces outside school: A sociocultural perspective     

Alan?PeacockEmail author  Nick?Pratt 《Learning Environments Research》2011,14(1):11-24

This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’ strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural perspective using the notion of communities of practice. Implications for the roles of education managers and their staff in further research are developed.  相似文献   

Information and communication technology (ICT) in secondary schools: the role of the computer coordinator     

Kwok-Wing Lai  Keryn Pratt 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):461-475

A study was conducted in 2002 to evaluate the use of information and communication technology (ICT) in 21 secondary schools in one region of New Zealand. As part of the study, the role of the ICT coordinator was investigated. All the ICT coordinators were surveyed and 14 of them were interviewed in‐depth. It is found that they were all well‐equipped to take up a significant leadership role in their schools and some of them have already demonstrated visible leadership. This paper also identifies some obstacles that have reduced their effective leadership in ICT use in their schools.  相似文献   

But I like PE: factors associated with enjoyment of physical education class in middle school girls     

Barr-Anderson DJ  Neumark-Sztainer D  Schmitz KH  Ward DS  Conway TL  Pratt C  Baggett CD  Lytle L  Pate RR 《Research quarterly for exercise and sport》2008,79(1):18-27

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.  相似文献   

Gender differences in coaching philosophy: the case of female basketball teams     

D S Eitzen  S R Pratt 《Research quarterly for exercise and sport》1989,60(2):152-158

With the advent of Title IX, the proportion of female participants in interscholastic sport has risen sharply while the proportion of female coaches has dropped precipitously. This paper seeks to determine whether there are any differences in coaching philosophy by gender. Questionnaires were sent to the coaches of 600 high school girls' basketball teams selected randomly from the 48 contiguous states. There were 250 usable ones returned for a response rate of 42%. The questionnaires included items designed to assess the attitudes and behaviors of coaches in five areas of coaching philosophy: (1) the coach's role in the overall development of athletes; (2) conditions believed essential to maximize team performance; (3) team rules used; (4) use of sports aphorisms; and (5) expectations of athletes. Summing the findings, we found that in 83 of the 100 comparisons there were no statistical differences in the means of the male and female coaches. In the 17 instances where there were statistically significant differences, 14 times the female coaches were on the more traditional side. Several possible explanations for this interesting finding are discussed.  相似文献   

Association News     

Jean A. Pratt 《TechTrends》1994,39(3):61-64

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Effective Strategies for Information Technology in Teacher Education: the use of an evolving permeation model     

Dave Pratt 《Technology, Pedagogy and Education》2013,22(1):53-61

ABSTRACT

This paper examines the debate in recent years about the most effective strategy for establishing the use of information technology in teacher training establishments in the United Kingdom. Evidence is presented to support the notion that efforts should continue to permeate the use of information technology throughout the courses of such establishments. However, the paper suggests that staff development and the degree of permeation of information technology within the culture develop alongside each other. As one of these variables change, it feeds the development of the other; neither is an independent variable though both are influenced by external factors. Recognising this as a relatively slow process, the paper proposes a model of evolutionary permeation.  相似文献   

RACE AND SCHOOLS AND RELATED TOPICS: BIBLIOGRAPHY     

John H. Pratt 《Equity & Excellence in Education》2013,46(3):67-82

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Caregiver Responsiveness During Preschool Supports Cooperation in Kindergarten: Moderation by Children’s Early Compliance     

Megan E. Pratt  Shannon T. Lipscomb  Megan M. McClelland 《Early education and development》2016,27(4):421-439

Research Findings: The current study examined how children’s parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children’s classroom cooperation in the fall of kindergarten. Compliance at 36 months and cooperation in kindergarten are operationalized as overt, behavioral aspects of self-regulation as appraised by parents and teachers. The sample consisted of 996 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development who attended formal or informal ECE settings during the prekindergarten year. Results indicated that children with low compliance at age 3 tend to demonstrate stronger cooperation skills by kindergarten when they experience more positivity/responsivity from their ECE caregivers. Main effects of positivity/responsivity and cognitive stimulation on classroom cooperation were not detected for the overall sample. Practice or Policy: The discussion addresses the importance of preparing and empowering ECE providers to help young children who enter the preschool period struggling with behavioral aspects of self-regulation, such as compliance, to improve these skills through positive and responsive caregiving.  相似文献