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’The rise of a central authority for English education had been a slow, tortuous, makeshift, muddled, unplanned, disjointed and ignoble process.‘ 1
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Angela Thody 《Journal of educational administration and history》1988,20(2):71-80
This authority . . . claims to be supreme in the borough . . . this authority . . . claims to be arbiters of their own destiny. We intend to be masters in our own house untrammelled and will submit to no dictation from any source whatever . . . there is nothing in the Education Act that warrants the board of education in interfering with the local authority in its discretion as to whom it would appoint and discharge. 1
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David Halpin 《British Journal of Sociology of Education》1990,11(1):21-35
The aim of this paper is to encourage sociologists of the curriculum to contribute more both to curriculum policy advocacy and the curriculum development process. It concludes by suggesting four areas of curriculum policy research around which both sociologists of education and curriculum studies ‘specialists’ could unite and which would go some way towards meeting the demands of the National Curriculum at the level of policy analysis and implementation.
No one should be expected to say all the time, at the same time, everything that is to be said. (Karl Popper[2])
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Blythe F. Hinitz 《International Journal of Early Years Education》1998,6(1):87-103
The United States has two national credentials for paraprofessionals (persons who do not hold a bachelors degree, and are therefore not eligible for state certification). The first of these is the Child Development Associate (CDA) credential, currently overseen by the Council for Early Childhood Professional Recognition in Washington, DC[1]. The Council is affiliated with NAEYC. This credential has undergone a number of changes, which were the subject of a recent book by Bouverat and Galen. The second credential is called Certified Childcare Professional (CCP). It is awarded by the National Child Care Association, a professional trade association of licensed private child care centers, headquartered in Atlanta, Georgia. Primary attention will be given to the CDA National Credentialing Program by the author, who is a CDA Representative (an assessor and validating agent in the program).
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Is it still possible to combine two programmes of study in higher education, and if so, what are the characteristics of these double‐students and what kind of obstacles do they face? In the Netherlands, about 10 percent of students in university education take two studies at the same time.
Different theoretical approaches offer hypotheses to explain the choice of students for a second study, compared to students who pursue the regular one‐study programme. Human capital as well as financial (socio‐economic) capital theory provides some insights in this choice process. Education programme‐related factors, as well as motivational and (social and academic) integration (Tinto, 1987) factors, will possibly be important determinants for pursuing one or two study programmes in higher education. 相似文献
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Creating space for learning: conceptualizing women and higher education through space and time 总被引：1，自引：0，他引：1
Dot Moss 《Gender and education》2004,16(3):283-302
This paper highlights the strengths of giving visibility to the concepts of space and time in research related to women's lives and higher education. It is based on research that explores the everyday practice and experience of women higher education students at a community college in the north of England. It focuses on the ways in which space and time to study are both socially and personally constructed. The concepts of space and time are drawn on to theorize and analyze women students' experiences and to draw attention to the ‘behind scenes of power and control’ shaping action (Layder, 1993, p. 249). Women students from a range of backgrounds are considered, including younger/older, mother/non‐mother and differential class and geographical heritage. The paper highlights three issues. Firstly, the increasingly restricted ground available for academic studies in women's lives, resulting from the restructuring of paid work, social welfare and higher education. Secondly, the hierarchy of values and ambiguous meanings attached to higher education when women attempt to study. Thirdly, the intense negotiations undertaken by women students in order to construct space and time for academic work. 相似文献
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Mary Ann Maslak 《Higher Education in Europe》2005,30(3-4):277-294
The Education for All initiative is one of the best known and most widely referenced policies in the development field. This paper investigates the extent to which the most recent EFA conference in Dakar (2000) addresses the complex issue of women and higher education. Two questions guide this inquiry. First, what are the basic concepts and definitions used in a feminist policy analysis? Second, to what extent, and in what ways is the topic of higher education and women referenced in the document (Dakar Framework for Action, 2000).2 Employing content analysis, this paper reveals the EFA policy's minimal attention to tertiary education for women throughout the world. 相似文献
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Ruth Heilbronn 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):62-65
The article briefly reports on a school‐based training group, citing it as illustration of a development shared by other schools which have evolved partnerships with higher education. It suggests that good mentoring practice has existed in previous years and that there is a pool of expertise in schools, which can be tapped for the benefit of teacher training in the new courses. (Implementation of Circular 9/92). 1 相似文献
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Kate Hoskins 《Journal of educational administration and history》2012,44(1):5-19
This article explores the context of the period following the Education Reform Act 1988 in terms of the efforts by successive governments to raise academic standards. These attempts are illustrated by discussion of the impact of the introduction of market forces and parental choice, a centralised National Curriculum and associated assessment regime, the increasing cultures of performativity and surveillance in schools and the resulting commercialisation of education. The article then examines the current Secretary of State for Education, Mr Gove's, plans for the future standards agenda1, speculating that the current trend of raising standards and emphasising standards and performance is nearing the end of its useful life. Finally, drawing on Barker's2 advocacy of progressive community schools and the best of the progressive tradition the article suggests a counter argument to the creeping commercialisation and narrow results-based focus on standards in schools since 1988. 相似文献
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Tal Younis 《Assessment & Evaluation in Higher Education》1988,13(1):31-49
This paper (1) traces the evaluation process of the BA Public Administration course at the Glasgow College. The process ran from September 1985 to November 1986, during which time, the author, a senior lecturer in the Law and Public Administration Department, was a member of the course review committee at the centre of the process, liaising with staff, Faculty, CNAA, external examiners, students, graduates and employers. The outcome was that the CNAA awarded retrospective approval, thus enabling students, enrolled in October 1986, to transfer to the new scheme, and the course board was given delegated authority to make changes without prior approval.
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Rolland G. Paulston 《Compare》1997,27(2):117-152
It would be fascinating to map out the political implications of scopic regimes, but it can't be done too reductively. The perspectivalist regime is not necessarily complicitous only with oppressive political practices. Under certain circumstances it may be emancipatory; it really depends on how it is used. [1]
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Bob Ives Kathryn M. Obenchain Eleni Oikonomidoy 《Educational Studies A Journal of the American Educational Studies Association》2013,49(4):331-346
Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933) Scale of Social Distance. Results were consistent with predictions based on Allport's intergroup contact theory. Students reported a wide range of tolerance levels for majority and minority ethnic groups with which they were likely to have contact in Romania. However, the students reported little difference in tolerance levels for groups that are not a recognized part of the Romanian cultural landscape, such as people of Hispanic origin, and Native Americans. 相似文献
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All stakeholders are aware of the importance of measuring performance in higher education at the university/college level. Generally the performance indicators used for this purpose have focused on graduation rates and/or final examination scores, rather than the performance-enabling processes. Further, the most commonly used method for knowledge transfer is the traditional classroom teaching, which should be tracked/monitored continuously during its delivery process. It can help in the detection and correction of existing and impending problems, if any, in the teaching and learning processes. Further, the students’ attitude towards learning, that is, their readiness/willingness and interest should also be taken into consideration while measuring the performance of classroom teaching.
In the present paper, the model for measuring classroom performance illustrated by Grygoryev and Karapertrovic (2005) is used to measure the performance of under-graduate Engineering students in two BTech. (Mechanical) courses, namely, fluid mechaincs (FM) and experimental methods and analysis (EMA). Classroom assessment techniques (CATs) along with the statistical process control (SPC) have been used to analyse the learning performance. Further, the data for student's readiness and interest factors are collected and their positive influences on knowledge gain are established. 相似文献
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An overview is given of the course of development and the social role of higher education in Romania since the revolution of December 1989. The pros and cons of private higher education institutions are presented with the added note that the existence of these institutions saves money for the Romanian state and subsidizes the salaries of professors teaching in the state institutions. Suggestions are made as to how to improve the teaching/learning environment both for students and for teachers, and a plea is made that higher education in Romania, both public and private, avoid becoming overly market‐oriented. Rather, higher education should contribute to the remaking of civil society.
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Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology 1 were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education. 相似文献