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1.
Questionnaire responses of a large educational faculty in a private university were used to examine support for collective bargaining and several propositions about unionism. The little existing research on specific schools within universities suggests that education faculties modestly support unionism, with tenure related negatively to it. Parametric and nonparametric analyses of data from this faculty revealed considerably different results, including far greater union support and tenure's positive relationship with unionism. This investigation suggests that theorizing about unionism and collective bargaining within the schools of universities, such as schools of education, needs to be reconsidered.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association in San Francisco, April 19–23, 1976. 相似文献
2.
Jürgen Schramm 《Higher Education》1980,9(5):605-617
In the Federal Republic of Germany — as in many other industrialized countries higher education has, under the influence of social, economic and political forces, developed from a relatively small, selective and elite-oriented to a large system of mass education. The increasing number of students and university teachers, and the expansion of scientific and technological methods and knowledge has brought about claims for genuine organizational transformations and for massive financial resources. This development has created a number of severe problems in the relationship of the respective socio-economic and political sub-systems; in particular, the relationship between higher education and the labour market has to be considered as a vital but unresolved problem.This article gives a short account of the quantitative development of the German universities and the labour market in the last two decades. It also describes the organizational transformations which followed the federal framework law on higher education (Hochschulrahmengesetz) of January 1976, and deals with some aspects of research in relation to such problems. 相似文献
3.
The importance of vocational education has long been recognized in meeting society's need for trained workers. Since the early 1960s there has been a gradual shift in emphasis of federal vocational education priorities from specific programs (e.g., agriculture) to special populations, such as minorities, women, disadvantaged or handicapped individuals, and individuals with limited English‐speaking proficiency (Ohanneson, 1982). The Vocational Education Act Amendments of 1976 reinforced this emphasis by requiring that follow‐up information be collected, not just by the vocational discipline but by special population groups as well (U.S. 94th Congress, 1976). Subsequent vocational education legislation places emphasis on providing vocational education to all individuals who can benefit from such training (U.S. 98th Congress, 1984; U.S. 101st Congress, 1990). 相似文献
4.
C.D. Godwin 《British Journal of Educational Studies》2002,50(1):76-99
The introduction of mass public education posed unfamiliar problems for the governments of modern states, and the ways in which governments worked through those problems can reveal much about the culture and values of a state. This paper focuses on central Government officials and the Ministers they advised, with particular attention to the pivotal period 1960-1976. Trends identified include: the shift from post-War optimism to the more pessimistic view of schooling since the late 1960s; the dynamics of professional development amid over-rapid expansion and contraction; relationships between training institutions and schools; and policy-makers' changing perceptions of teachers as professionals. Four themes are considered in detail: the imperatives of numbers; status concerns as a driver of change; linkages among the 'partners' in the schooling enterprise; and accountability. Some questions are posed about the sustainability of the schooling enterprise in England and Wales. 相似文献
5.
Gillian Forrester 《International Studies in Sociology of Education》2013,23(2):133-151
This article examines the relationship between primary teachers' professional autonomy and the increasing managerial control over teachers' work. It considers how the education policies of successive Conservative and New Labour administrations in Britain have tightened central control over education undermining teacher discretion and directly impacting upon the labour process of the professionals concerned. The research was undertaken in an English primary school and data gathered in a variety of contexts including observations of the teachers in classrooms and the staff room, a governors/parents meeting, informal conversations and a series of semi-structured interviews with staff. The study explores how teachers make sense of the managerial culture in education, and how this is reconciled with their ideas about teaching and learning, and their professional interests and individual career aspirations. Structuration theory (Giddens, 1976, 1979, 1984) is used as a theoretical framework to explore whether there is conflict between teachers' professionalism and the new managerialism and examine how primary teachers make sense of this inextricable relationship. 相似文献
6.
Edwin L. Herr 《International journal for the advancement of counseling》1978,1(2):106-120
Summary This paper has had two purposes: (1) to assess the answer to Does Counseling Work? and (2) to assess the effectiveness of counselor education. Neither question has been nor can be answered clearly or unequivocably. In both instances, the weight of evidence is positive but with many qualifications as regards either the effectiveness of counseling or of counselor education. What is less apparent but clearly implicit in the research literature is that improvements are being made in counseling and in counselor education but these are less than generally incorporated into practitioners skills, repetoires, or training sites. We have learned much and can be useful to many people but we still have much to be humble about, at least as reflected in our research literature.This article contains a summary of the presentation by Dr. Herr at the Seventh International Round Table for the Advancement of Counselling, Wurzburg, Germany, April, 1976. 相似文献
7.
Dolman D 《American annals of the deaf》2010,155(3):353-359
The number of deaf education teacher preparation programs and the number of program graduates were tabulated from reference issues of the American Annals of the Deaf beginning in 1973 and progressing every third year through 2009. Programs and graduates reached their highest levels from the mid-1970s through mid-1980s. In 2006 and 2009, only about one fourth as many students were majoring in deaf education in relation to the general U.S. college population as in 1973, 1976, and 1979. Yet because the population of children identified as deaf and hard of hearing has also declined, the ratio of program graduates to deaf children has stayed relatively balanced for the past 20 years. Current challenges faced by teacher preparation programs include increases in interpreter preparation programs and programs for teaching American Sign Language, as well as the changing nature of the role of teacher of the deaf. 相似文献
8.
《欧洲教育》2013,45(4):24-77
Some introductory comments about the nature of this article are necessary: (1) It is a very abbreviated summary of two reports in Swedish. (2) The reports are preliminary, and will be followed by a final report (June 1976) containing conclusions and recommendations. (3) The time schedule of the project has been determined by linkage to a political process (preparations for reform of higher education in Sweden), which explains the broad and tentative character of the interim reports. (4) The object of the discussion is the Swedish system of higher education, even if many problems of a similar nature exist in other countries. 相似文献
9.
《British Journal of Special Education》1989,16(4):165-168
Since the Portage home teaching approach came here from the United States, in 1976, Portage projects have begun to extend into schools. Dr Robert Cameron, tutor for continuing professional development in educational psychology, Southampton University, and Mollie White, senior lecturer in early childhood education, King Alfred's College of Higher Education, trace Portage's growth and speculate about its future, including its relevance to the National Curriculum. 相似文献
10.
James Callaghan's speech at Ruskin College, Oxford in October 1976 is widely considered a pivotal moment in modern English educational policy. Whilst it is not our intention to challenge this fundamental point, the paper will critically interrogate some long-held assumptions about the motivation that led Callaghan to deliver his speech at Ruskin College. Specifically, the paper will argue that the Ruskin Speech, which spawned a subsequent great debate on education, was motivated by a desire to protect and support comprehensive education, rather than generate more fundamental and radical educational reform away from those principles. Where successive governments have referred back to the ideals espoused by the speech as justification for subsequent educational transformation away from comprehensive ideals, this has only served to imbue the Ruskin Speech and Great Debate with motivations that were not shared at the time by Callaghan and his Labour government. 相似文献
11.
《Higher Education in Europe》1978,3(1):15-16
The 1977 edition of “Tableaux des Enseignements et de la Formation ‐ Edition 1977” has recently been published by the French Ministry of Education and French Secretary of State for Universities.
It includes thorough statistical data on the student population in the French education system during the academic year 1975‐1976. A supplement of this publication gives basic data on higher education in France as well as the student population for the academic year 1976‐1977. The information presented below is based on these data. Similar information concerning the academic year 1975‐1976 has been presented in N°1, Vol.II 1977 issue of “Higher Education in Europe” 相似文献
12.
Samuel Okon 《International journal for the advancement of counseling》1979,2(3):177-185
Summary The Cross River State of Nigeria is rich, open, and to some extent its virgin fields of industrialization, its agricultural lands, the petroleum industry and allied business have not only provided employment opportunities for its citizens, but have also helped to boost its economy.At the same time, varied educational institutions have been opened for the education of young people. In 1976, many school age children were enrolled in the primary school because the universal primary education scheme was formally launched throughout the country. Although education in the secondary school level depends on one's ability to pay rather than on one's ability to learn, more parents are today able to pay for their son's and daughters' education than it was the case twenty years ago.While the cost of educating young people in recent times has been increasing substantially, the bad fit of schooling at almost every level has become one of the explosive issues in both the state and the national levels (Abdulatif, 1977). Today there has been an increasing concern about the future implications of: (i) the universal primary education scheme on local communities, state, and national governments, (ii) young adults leaving secondary schools for the world of work with the type of orientation that they have in the secondary schools. This concern is aggravated as school intake is outpacing the growth and the opportunities in the small, capital intensive modern sector of the state's economy to absorb the bulk of the increased in the labour force. This concern is felt more because more students are completing secondary education each year and about 70 percent of those attending some kind of formal secondary institution terminate their education at that level and start looking for some jobs.This report is strictly based on an unpublished doctoral dissertation written by the author at Teachers College, Columbia University, New York, 1977, the title, Secondary School Education and Employment in Nigeria-Implications for Career Guidance: A Study in the Cross River State. This study was conducted in the Cross River State of Nigeria which until February 4, 1976 bore the name South Eastern State.Ahmadu Bello University 相似文献
13.
David W. Livingstone 《British Journal of Sociology of Education》1995,16(1):53-73
Since the appearance of Bowles & Gintis’ (1976) ‘correspondence thesis’, neo‐Marxist theorizing about educational change has gone in several directions. Different approaches have emphasized capitalist reproduction requirements, contradictions between these requirements and the democratic state, hegemony theory and processes of class formation. While studies with affinity to a Marxist problematic of subordination and oppression have become more theoretically open and empirically grounded, some of the core explanatory ideas of the historical materialist perspective tend to have been ignored or dismissed. In consequence, the main conceptual, empirical and theoretical limitations of the correspondence thesis are being repeated, notably in arguments about a ‘post‐Fordist’ form of education. After a discussion of the contemporary relevance of historical materialism's core ideas for explaining educational change, the limited foci of neo‐Marxist theories of education are critically reviewed. Some suggestions are then made for overcoming these persistent limitations—most notably a hyper‐rationalistic image of education and a lack of direct attention to both production relations and educational relations per se. 相似文献
14.
Joseph Maslen 《History of education》2017,46(1):94-107
This article asks historians of education to think about the influences that we bring to bear on our work. It uses, as an example, Carolyn Steedman’s book The Tidy House: Little Girls Writing (1982). The Tidy House set out to interpret a short story written by three primary school girls in Britain in 1976. Steedman contextualised this source against the backdrop of modern children’s writing and childhood experience in nineteenth- and twentieth-century Britain. Viewing the book itself as a source, this article explores the intellectual background (the ‘theoretical field’) that gave its ideas meaning. This involves looking at the historiographical surroundings of the author, such as Marxism and feminism, in a wider lens. It also entails a consideration of how The Tidy House relates to educational thought today – as well as to key issues tackled by some of the most celebrated historians of education in the last 40 years. 相似文献
15.
Clyde Chitty 《British Journal of Educational Studies》1998,46(3):318-323
This paper, which is a response to a previous one by Charles Batteson (1997) published in the Journal, challenges the view that James Callaghan's personal intervention in the politics of education in 1976 in making the Ruskin Speech was pivotal in shaping the subsequent direction of Labour' policies for school reform. The paper also queries the idea that the Ruskin Speech was the immediate harbinger of New Right education policies. Instead, it is suggested, the historical record points up that such policies gained ascendancy only some ten years later, the intervening period being dominated more by an acceptance of the educational consensus constructed by the Labour leadership in 1976–77. 相似文献
16.
LIBERTY R. O. DANIELS 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):5-7
Upon its publication in 1976, Samuel Bowles and Herbert Gintis’ Schooling in Capitalist America was the most sophisticated and nuanced Marxian social and political analysis of schooling in the United States. Thirty-five years after its publication, Schooling continues to have a strong impact on thinking about education. Despite its unquestionable influence, it has received strikingly little historical attention. This historical article revisits the scholarship of Bowles and Gintis and the milieu in which Schooling was conceived. Specifically, it contextualizes the production and reception of Schooling to better understand the emergence of Marxist thought in the field of education in the United States in the 1970s and 1980s. It also seeks to understand how the emergence of Marxist thought in the field was connected to the rise of an Academic Left—an intellectual shift in the academy toward Marxist social and political theory as a framework to theorize democratic socialist movement-building against capitalism and concomitant state sponsored oppression in the 1960s and 1970s. This history suggests that as we engage in historical and contemporary work on radical ideas in the field of education, we need to push ourselves continually to think about the intersection of education with other fields and disciplines. The article also pushes back against a widespread depiction of Schooling as crudely mechanistic. 相似文献
17.
Dr. Samuel Schafler 《Journal of Jewish Education》2013,79(3-4):14-18
The following are reflections on my service as Superintendent of the Board of Jewish Education of Metropolitan Chicago, 1976-1987, and my observations of communal agencies for Jewish education during my current service as President of the Hebrew College of Boston. 相似文献
18.
《Higher Education in Europe》1976,1(4-5):18-21
A statistical report, “The Condition of Education 1976”, prepared by the Planning Office of the US National Centre for Education Statistics and submitted to the Congress of the United States in March 1976, also analysed the developments in US higher education concerning: - present and projected educational attainment of the labour force - enrolment in higher education and its pattern - age structure of students in US higher education institutions.
Data on these problems, presented mainly in graphical form, serves as the basis for the information below. 相似文献
19.
Editorial comment and summaries English Drs Kjöllerström and Lybeck present here a brief report of their European survey of master's and doctoral dissertations in science education, undertaken subsequently to a workshop on Research in Science Education in Europe held at Malente, FR Germany in 1976. The full report of their survey has recently been published by the Institute for Science Education (IPN), Kiel, FR Germany. The article published here reports on the distribution, size and organization of science education research groups, their areas of research interest and higher degree programmes. It also surveys the main areas of science education research at master's and doctoral level undertaken during the period 1971‐1976, and the employment taken up by master's and doctoral students upon completion of their studies. 相似文献
20.
《Higher Education in Europe》1977,2(1):11-13
The Prime Minister, The Rt.Hon. James Callaghan, gave a speech on education at a foundation stone‐laying ceremony at Ruskin College, Oxford on 18 October 1976. Below we publish substantial parts of his speech dealing with the problems of higher education. 相似文献