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1.
JUTTA THINESSE-DEMEL 《European Journal of Education》2010,45(3):437-450
In 2000, the German Federal Ministry of Education and Research (BMBF) launched the programme Learning Regions — Providing Support for Networks' in cooperation with the Länder. It was co-financed by the European Social Fund (ESF). Some 90 regions were selected and financially supported. After one year, 71 regions continued to build-up their Learning Regions. 5 topics were identified as important within the regions:
- • Education marketing
- • Training and further education guidance
- • New ‘learning worlds’
- • New transition schemes between learning and educational phases
- • cooperation with small and medium-sized companies
2.
This article builds theoretically and empirically on the concepts of creativity and well-being within the schooling context, focusing on 855 preadolescents attending primary schools in France. Following and testing a line of argumentation delineated in educational research, creativity is defined as conceptually distinct from, but closely related to, student well-being. ‘Creativity’ is defined as a high level of adaptability and flexibility of thought, and ‘well-being’ as both the presence of positive affect and the absence of negative affect (hedonic components), as well as a high level of engagement and feelings of competence (eudaimonic components). Empirically, operationalizations of multi-dimensional concepts of creativity and well-being are tested and the relationships between these variables and pupils’ academic success are considered, taking into account the potential moderating effects of gender and parental involvement. These associations are found to be complex and vary considerably between components of well-being and creativity. 相似文献
3.
GEORGE K. ZARIFIS 《European Journal of Education》2009,44(2):163-182
Since 2000, the European Union has given greater attention to lifelong learning, as expressed in the Lisbon presidency conclusions and the general objectives of the Education and Training 2010 work programme. In September 2007, these policy proposals were further strengthened with the announcement of the ‘Action Plan on Adult Learning’ that sets out how Member States and other stakeholders could be supported to improve, implement and develop adult education and monitor its results. Because of the multitude of policy expectations, training and professional development for adult learning staff are still relatively uncommon in some parts of Europe, despite a societal demand, which also should be interpreted in the context of changing societal conditions and needs besides raising the quality of lifelong learning. This is largely echoed in South-East Europe where the situation of the training of adult learning staff is more on the downside than most policy-makers would have expected. In most South-East European countries, adult learning is expected to provide individual, cultural, and social improvement, to address illiteracy or earlier unsatisfactory access to initial education, and mostly to respond to labour market access problems. At the same time, adult learning staff have to face obstacles such as dependency on government or EU funding, changing political perspectives on and interest in adult education, policies prescribing an enclosed employment-oriented adult education market and occasionally a lack of national legislation or frameworks and structures covering their field. Along with these general findings, this article focuses on the comparison of current policies on training and professional development of adult learning staff in Bulgaria, Cyprus, Greece and Turkey, according to three vital topics:
- • Selection procedure and working conditions of adult learning staff (focusing on recruitment, professional expectations and employment situation).
- • Opportunities and obstacles for their professional development and evaluation (focusing on career paths and monitoring, assessing and evaluating issues).
- • Societal situation for the profession (focusing on attractiveness and social impact).
4.
Brian Street 《English in Education》1997,31(3):45-59
This paper deals with the following questions:
- 1 The ‘problem’: what is the ‘Literacy Debate’ and why do such apparently arcane accounts of language and literacy have such a high profile in popular media?
- 2 What are the New Literacy Studies (NLS) and what are the new understandings of language and of literacy on which NLS are based?
- 3 . What are the implications for literacy education?
5.
Louise Katz 《高等教育研究与发展》2015,34(3):554-567
Many universities today are businesses, embracing the priorities and values of any other consumerist enterprise. There is an argument that, insofar as the phenomenon of marketisation is a function of what (Michaels, F. [2011]. Monoculture: How one story is changing everything. Red Clover Press) terms a global economic ‘monoculture’, these developments are inevitable. Nevertheless, this article argues against such rhetoric that embraces the neoliberal principle of unrestrained growth and that has public universities adopting a business model, applying managerialist approaches, measuring and – most importantly in the context of this article – expressing worth and purpose in corporate terms, as these prioritise commerce over the cultivation of creative and critical thought essential to healthy social functioning. It argues for an educational environment that enables multiple ways of seeing, thinking and living to flourish. The particular focus is on the deleterious effects of corporatising language within universities. I reflect upon how this language is used to express notions of value and to shape identity. In (Fairclough, N. [2004]. Analysing discourse: Textual analysis for social research. London: Routledge) phrasing, texts ‘have causal effects upon, and contribute to changes in, people?…?actions, social relations, and the material world’; thus, I examine language-based conceptual inadequacies, misrepresentations, and what Bourdieu terms ‘unconscious inclusions’ – within many contemporary universities. I then consider what style of language, what other attitudes and approaches, actually support the university as a learning place with a specific cultural role, rather than presenting it as another ‘multi-output organisation’. 相似文献
6.
Awad Ibrahim 《Educational theory》2007,57(1):89-103
Abstract In a post‐9/11 world, where the politics of “us” versus “them” has reemerged under the umbrella of “terrorism,” especially in the United States, can we still envision an éducation sans frontières: a globalized and critical praxis of citizenship education in which there are no borders? If it is possible to conceive it, what might it look like? In this review essay, Awad Ibrahim looks at how these multilayered and complex questions have been addressed in three books: Peter McLaren and Ramin Farahmandpur’s Teaching Against Global Capitalism and the New Imperialism, Nel Noddings’s Educating Citizens for Global Awareness, and Gita Steiner‐Khamsi’s The Global Politics of Educational Borrowing and Lending. Ibrahim concludes that, through creating a liminal, dialogical space between humanism, environmentalism, materialism, philosophy, and comparative education, the authors in these books offer a critical pedagogy in which éducation sans frontières is possible — a project that is as visionary as it is hopeful. 相似文献
7.
《About Campus》2002,7(2):1-32
- DO LEARNING COMMUNITIES DISCOURAGE BINGE DRINKING?
- Charles Schroeder talks to Aaron M. Brower, Kenneth A. Bruffee, and William Zeller
- Why do students binge? Does their living and learning environment influence the choice to binge? What about how this drinking affects other students? The participants in this interview explore these and other questions.
- ASSESSING COMMUNITY SERVICE LEARNING: ARE WE IDENTIFYING THE RIGHT OUTCOMES?
- by Adrianna Kezar
- Support for community service learning may fade unless we encourage assessment that looks way beyond traditional cognitive outcomes.
- DEPARTMENTS
- LETTERS TO THE EDITOR
- Michael L. Barnett and Jim Vander Hooven comment on poverty and social class in the academy.
- IN PRACTICE—HOW DID SEPTEMBER 11TH AFFECT STUDENTS?
- by Nancy Lange
- A survey of Michigan State University students explores what changed for students in the wake of the terrorist attacks.
- CAMPUS COMMONS—MILITARY ASSUMPTIONS
- by Kristen A. Renn
- Cannon fodder or highly trained professionals? A pacifist considers her attitudes toward our fighting forces.
- WHAT THEY'RE READING—FAITH DEVELOPMENT
- by Leanne Lewis Newman
- Sharon Parks's Big Questions, Worthy Dreams presents a model for young adults' journey to faith and describes what it takes to guide them on their way.
- BOTTOM LINE—MAKING OUR PURPOSES CLEAR
- by Arthur W. Chickering and Liesa Stamm
- Preparing students to fill their necessary roles in a pluralistic democracy requires an institutional commitment to civic engagement. The authors describe what this commitment entails.
8.
Alistair Stewart 《International journal of qualitative studies in education》2013,26(10):1169-1185
This paper introduces rhizocurrere, a curriculum autobiographical concept I created to chart my efforts to develop place-responsive outdoor environmental education. Rhizocurrere brings together rhizome, a Deleuze and Guattari concept, with currere, Pinar’s autobiographical method for curriculum inquiry. Responding to invitations from Deleuze, Guattari and Pinar, to experiment, I have adapted their ideas to create a philosophical~methodological concept that draws attention to relationships between my pedagogical and curriculum research and the contexts that have shaped my life~work. This paper outlines rhizocurrere, its parent concepts and how I have enacted my attempts to think differently about curricula and pedagogy. The central question is not ‘what is rhizocurrere?’ but rather ‘how does/could rhizocurrere work?’ and ‘what does/might rhizocurrere allow me to do?’ 相似文献
9.
Dennis Fox 《Assessment & Evaluation in Higher Education》1984,9(2):133-143
AID — the acronym stands for Assessment for Instructional Development — is a behaviourally referenced class questionnaire developed by the author from a data base drawn from 12 institutions of HE (Polytechnics and Universities). It is intended to help the user locate
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objectives in their own progress towards which his students report they lack confidence
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teaching behaviours that seem to bear on these objectives
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changes of teaching strategy that may therefore help the students
AID is focussed on the individual class and subject discipline — it is not suitable for ‘accountability’ uses.
The paper describes the rationale for choosing a behaviourally referenced system (focussed on what teachers and students do or feel, and how often) rather than a ‘satisfaction scale’ (focussed on ‘do my students like me?'), and the way AID was developed from earlier, mainly North American behaviourally referenced systems, such as IDEA. Crucial changes in research methodology are explained and justified. The characteristics and capabilities of the developed system are then outlined, and how to use it is explained. Finally, illustrations are given of three typical uses of the system — a comparison of three elements in a part‐time course for use by the course team in a course review, and two analyses of particular teaching programmes for individual lecturers. 相似文献
10.
《About Campus》2002,7(4):1-32
- Climbing Blind: Charles Schroeder Interviews Erik Weihenmayer
- The first blind man to reach the summit of Mount Everest shares what he has learned about teamwork, leadership, and overcoming limitations.
- The Underside of Service Learning
- by Susan R. Jones
- Is service learning for everyone? Have we been seduced by its positive potential into underestimating, even ignoring, its complexities? Only by identifying, addressing, and incorporating these complexities into the service‐learning enterprise, says the author, can we better serve those students who just don't get it.
- What are Research Universities Doing for First‐Year Students?
- by Marc Cutright
- Research universities do not have the best reputation when it comes to the first‐year student experience, but is this reputation deserved? The author shares preliminary results of a new study that illustrates how research universities are working to create supportive environments.
- DEPARTMENTS
- The Electronic Campus—Bringing Technology to the Learning Enterprise: John Harwood Talks to Educause's Carole A. Barone
- Using technology can be a big challenge for educators who still cling to more traditional teaching methods. What can we do to bridge the technology gap on campus and better support student learning?
- In Practice—Student Cheating: Encouraging Students to Reflect on their Actions
- by Barbara J. Moore
- What can we do about the increasing prevalence of cheating and plagiarism on today's campuses? How can we communicate the importance of responsible academic behavior to our students? Here is one approach used by Queens College.
- Campus Commons—A Dorm Is a Dorm Is a Dorm
- by Colette M. Shaw
- The peculiar potency of a simple word.
- What They're Reading—Mavens, Sticky Messages, and the Power of Context
- by Michael D. Coomes
- Our reviewer examines how Malcolm Galdwell's insights into social trends and epidemics can apply to our own work
11.
Márta Turcsányi-Szabó Andrea Bedő Zsuzsa Pluhár 《Education and Information Technologies》2006,11(3-4):341-355
Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around:
- Traces of use of higher order thinking skills—according to Bloom’s taxonomy.
- Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers.
- Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education.
- Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students.
- Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers.
- Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
12.
《About Campus》2003,8(4):1-32
- The Meaning of the Baccalaureate
- By Margaret A. Miller
- Thinkers and scholars have been pondering the meaning of the baccalaureate degree for many years.The author, whose work with the National Forum on College‐Level Learning now has her grappling with this very issue, examines current thinking about the core skills students need to learn in college and reveals its historical precedents.
- The First Year and Beyond—Charles Schroeder Talks to John Gardner
- John Gardner reflects on everything from current efforts to improve the first‐year experience to the assessment movement, student expectations of college, professional preparation for student affairs, and more.
- What Helps Some First‐Generation Students Succeed?
- By Sandria Rodriguez
- We know a fair amount about what first‐generation students need to succeed, but some mysteries remain. Why do certain students make it and others not? The author's research provides some insight.
- DEPARTMENTS
- In Practice—Serving The Quiet Majority: The Drexel Commuter Program
- By Ann H. Wilson
- What does it take to truly serve commuter students? Drexel University decided to find out. The result is an award‐winning program.
- Campus Commons—Ouch
- By Lee Burdette Williams
- When an issue is tough, what do the tough do?
- What They're Reading—In Search of Ernest Boyer's Legacy
- By Dennis C. Roberts
- In the years since Boyer's ideas on community first appeared, many campuses have had the opportunity to put them in practice. A recent book examines what these efforts look like.
- Bottom Line—It Takes a Year
- By Mary Stuart Hunter and James S. Gahagan
- Most campus orientation programs are offered in the first few weeks of college, but what happens when those first weeks are over?
13.
This article is concerned with commonsense science knowledge, the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order to make progress, we believe it will be helpful to focus on one type of research instrument—the clinical interview—that is employed in the study of commonsense science. More specifically, we argue that we should seek to understand and model, on a moment‐by‐moment basis, student reasoning as it occurs in the interviews employed to study commonsense science. To illustrate and support this claim, we draw on a corpus of interviews with middle school students in which the students were asked questions pertaining to the seasons and climate phenomena. Our analysis of this corpus is based on what we call the mode‐node framework. In this framework, student reasoning is seen as drawing on a set of knowledge elements we call nodes, and this set produces temporary explanatory structures we call dynamic mental constructs. Furthermore, the analysis of our corpus seeks to highlight certain patterns of student reasoning that occur during interviews, patterns in what we call conceptual dynamics. These include patterns in which students can be seen to search through available knowledge (nodes), in which they assemble nodes into an explanation, and in which they converge on and shift among alternative explanations. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 166–198, 2012 相似文献
14.
《International Journal of Educational Research》2003,39(3):293-309
In the context of the UN Literacy Decade (declared in February 2003), the present paper suggests three parameters that should be considered when new tools for assessment are considered in less developed countries (LDCs), each of which poses a special challenge to international comparative literacy assessment, such as in the International Adult Literacy Survey (IALS):
- •Smaller: Assessment methods do not need to be major entrepreneurial enterprises, but rather just robust enough to answer key policy questions at the national and local levels. International comparative studies often run counter to this perspective.
- •Quicker: Literacy assessments need to be completed in ‘real time’ so that results can affect policy and spending in the ‘lifetime’ of current ministerial appointments. Studies that take 3–5 years to generate results, even if robust, nonetheless fail to meet the test of timeliness.
- •Cheaper: LDCs cannot afford either the fiscal or human resources costs of deep involvement in highly technical assessment exercises. The higher the cost, the more difficult to get to an initial ‘yes’ to participate in such an exercise, and the more difficult to gather time-series data to follow policy decisions.
15.
《International Journal of Educational Development》2006,26(3):246-260
Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:
- •place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and
- •use lesson observation to answer the questions.
16.
Jack Pearpoint 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(4):491-503
Two basic points are made in this article: -We must make a choice whether we ‘isolate’ people from or ‘include’ people in our communities. Including people is the only viable option. -The key to ‘including’ people is with the very people we most often label as ‘the problems’. These ‘problem people’ can help generate answers when we learn how to listen, and when we offer genuine learning opportunities and valid partnerships with those who have been ‘missed’ and discarded. Examples from various Frontier College programs illustrate these points and elaborate the central philosophy of the College (Student Centred Individualized Learning — SCIL), which is based on the beliefs that: -All are welcome -All belong -All can learn -All have contributions to make The programmes are focused on ‘literacy’, which is a great deal more than reading and writing — it is about what kind of society we want. Literacy is a tool for ‘inclusion’ in communities. It is hard work, and includes love and tears, grief and joy, families and friends. It is based on the Right to Learn, and builds dignity, self esteem and choices. 相似文献
17.
18.
《About Campus》2003,8(2):1-32
- Mi Casa Is Not Exactly Like Your House
- By Vasti Torres
- Latino students make up an ever increasing proportion of today's students. What do we really know about the experiences and needs that they bring to the task of being students?
- What's Going on in Higher Education? Charles Schroeder Talks to Russell Edgerton
- Russell Edgerton has been driving change in higher education for over thirty years. What does he think about what is going on now? Edgerton shares his thoughts on the impact of the undergraduate reform movement, “deep learning,” and more.
- How Should We Talk about Student Drinking—And What Should We Do about It?
- By Alan David Berkowitz
- Does the language we use to talk about student drinking impede or enhance our ability to work with students on this problem? The author weighs in.
- DEPARTMENTS
- In Practice—A Model for Strategic Thinking and Learning
- By Nannette Evans Commander
- How can we help students truly take responsibility for their own learning? They need, says the author, strategies for learning that go well beyond the skills taught at many campuses.
- Campus Commons—Farcical Moments
- By Lee Burdette Williams
- When the going gets tough, the tough start laughing.
- What They're Reading—How Do These Colleges Do It?
- By Elizabeth S. Blake
- A look at the recent book Stand and Prosper: Private Black Colleges and Their Students.
- Bottom Line—The Color of Service
- By Toby S. Jenkins
- Do students of color have a special responsibility to serve their communities? The author says, yes.
19.
Frans van Vught 《Tertiary Education and Management》2013,19(4):347-354
Abstract Burton Clark, in Creating Entrepreneurial Universities, defined the characteristics of what he named ‘innovative universities’. The paper considers these characteristics ‐ particularly such universities' willingness to adapt to changing environments and how they seek to do so. It identifies the challenges facing universities and considers why universities need to adapt their research, teaching and learning, and knowledge transfer. Innovative universities do seek to escape history — they adapt to change. 相似文献
20.
《About Campus》2002,7(5):1-32
- Getting to the Top—What Role Do Elite Colleges Play?
- By Karen D. Arnold
- Most students think that a college education, no matter where, is a ticket to success. But how much does this success depend on which college students attend? The author argues that institutional prestige is a more important factor in creating pathways to leadership than we think.
- Reflection Across the Curriculum—Bringing Students' Experience to the Learning Process
- By Catherine Marienau and Morry Fiddler
- Meaningful learning is what we all want for our students—teaching students how to think and how to use their minds rather than simply imparting knowledge. This is a central challenge to anyone in higher education. But making it happen is not simple. Here is one approach that the authors have used with adult learners to encourage the kind of reflection and engagement that leads to deeper learning.
- Helping Students Find Their Place and Purpose—Tony Chambers Talks with Sharon Parks
- As society becomes more and more complex our students' understanding about their place and purpose in life becomes increasingly unclear. Sharon Parks talks to Tony Chambers about how colleges and universities can become mentoring environments that help students find their way.
- DEPARTMENTS
- Letters to the Editor
- More on students' drinking from Robert J. Chapman.
- In Practice—The Provost's Seminar: Building Community and Commitment
- By Donald B. Kraybill
- Building community within our institutions is always a challenge. One way, says the author, is at orientation, when new staff and faculty are coming on board. A former provost of Messiah College provides his approach and shows the broader positive results that emerged as a result.
- Campus Commons—Jumping the Gun
- By Christine M. Cress
- A lesson in keeping an open mind.
- What They're Reading—On Being a Generalist
- By Dennis Pruitt
- The power of reading widely and reading well.