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《Journal of Further & Higher Education》2012,36(2):153-164
This paper comprises a summary of research into the teaching of higher education (HE) courses in further education (FE) learning environments. A comprehensive study of college management and teaching staff attitudes together with teaching practices, pedagogy and research was carried out with six partner colleges of the University of Plymouth where a substantial amount of HE teaching was delivered. A questionnaire was developed, piloted and distributed to all staff teaching HE in the colleges, with a similar but separate questionnaire being used for management. Five colleges responded. We present data relating to the differences in teaching practice and pedagogy between FE and HE teaching and the problems of realizing these in FE learning environments. We also look at the ways in which independent study and critical reflection among learners are developed. The questions of research and scholarly activity and their relevance to HE teaching are addressed. Considerable challenges are faced by staff teaching mainly FE courses, on standard FE teaching contracts, being expected to deliver HE courses effectively. We also consider the challenges of delivering ‘a real HE experience’ in FE environments and those involved with going on to university afterwards. 相似文献
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《British Journal of Educational Studies》2012,60(1):69-81
Educating the Respectable: A Study of Fleet Road Board School, Hampstead, 1879–1903. By W. E. Marsden. London: The Woburn Press, 1991. Pp. xvi, 281. £30, hardback. ISBN 0–7130–0184–4. ’Race’, ethnicity and education: teaching and learning in multi‐ethnic schools. By David Gillborn. Pp. xvi, 245. London: Unwin Hyman, 1990. ISBN 0–04–445398. Key issues in education, series editor: Robert Burgess. Becoming a Reader: the Experience of Fiction from Childhood to Adulthood. By J. A. Appleyard, S.J. Pp. x, 228. Index. Cambridge: University Press, 1990. £27.50/$34.50 hardcover. ISBN 0–521–38364. Delivering Quality in Vocational Education. D. Müller and P. Funnell. Pp. 180 inc. index. London: Kogan Page, 1991. £25.00 (hardcover). ISBN 0–74940–174–5. Series New Developments in Vocational Education (Series editors P. Funnell and D. Miiller). Vocational Education and the Challenge of Europe. P. Funnell and D. Müller. Pp. 176 inc index. London: Kogan Page, 1991. £25.00 (hardcover). ISBN 0–74940–127–3. Series New Developments in Vocational Education (Series editors P. Funnell and D. Miiller). Children with Special Needs. Assessment, Law and Practice ‐ Caught in the Act. By Harry Chasty and John Friel. London: Jessica Kingsley Publishers, 1991. Pp. 201. £9.95 (pbk). ISBN 1–85302–096–6. Education and Policy in England in the Twentieth Century. Peter Gordon, Richard Aldrich and Dennis Dean. Pp. vii, 355. London: The Woburn Press, 1991. £35 hardcover. ISBN 0–7130–0181‐X (cased), ISBN O‐713O‐4016–5 (pbk). Romantic Understanding: The Development of Rationality and Imagination, Ages 8–15. By Kieran Egan. Pp. ix, 300. Index. New York and London: Routledge, 1990. £30.00 hardcover. ISBN 0–415–90050–6. Understanding Intelligence. By Ken Richardson. Pp. 154. Index. Milton Keynes: Open University Press, 1991. £10.99 paperback; £32.50 hardback. ISBN 0–335–09397–3. Intelligence and Realism: A Materialist Critique of IQ. By Roy Nash. Pp. 173. Index. Basingstoke: MacMillan Press, 1990. £35.00 hardback. ISBN 0–333–53455–7. Doing Educational Research. Edited by Geoffrey Walford. Pp. xi, 237. London: Routledge, 1991. £35.00 hardback, £10.95 paperback. ISBN 0–415–05289–0 he; 0–415–05290–4 pbk. Becoming a Person. Edited by M. Woodhead, R. Carr and P. Light. Pp. xiii, 346. Index. London: Routledge, 1991. £8.99. ISBN 0–415–05829–5. Child Development in Social Context, Volume 1. Learning to Think. Edited by P. Light, S. Sheldon and M. Woodhead. Pp. xi, 339. Index. London: Routledge, 1991. £8.99. ISBN 0–415–05825–2. Child Development in Social Context, Volume 2. Growing up in a Changing Society. Edited by M. Woodhead, P. Light and R. Carr. Pp. xi, 350. Index. London: Routledge, 1991. £8.99. ISBN 0–415–05827–9. Child Development in Social Context, Volume 3. Training Adult Educators on Western Europe, edited by Peter Jarvis and Alan Chadwick, publ. by Routledge in association with European Bureau of Adult Education 1991, 235 pages £35. Assessment and Testing: a survey of research. By Robert Wood. Cambridge, Cambridge University Press, 1991, 273 pp. (incl. index). £40.00. ISBN 0–521–0369–3. Education and The Social Construction of Race. Peter Figueroa. Pp. xiii, 216. Index. London: Routledge, 1991. £35.00 hardcover. ISBN 0–415–00914–6. 相似文献
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Laura Vega 《Globalisation, Societies & Education》2016,14(3):358-373
ABSTRACTThe challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the reality in flexible non-formal educational models designed for children affected by conflict. This article highlights the experiences of teachers working in this context amidst limitations in the programme design and, often, inadequate training and support. This article explores the prospects of and challenges to guaranteeing the right to education amidst fragility. 相似文献
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Kieran Egan 《Teaching Education》2013,24(3):288-293
The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The aim of the program is to ensure that every student becomes an expert on something during schooling. The unusualness of the program and the fact that it stimulates controversy easily makes it useful in education courses and teacher education programs. The program raises a number of profound educational issues and offers itself as a stimulating addition to courses which focus on practical educational programs and assessment of their success and also to courses and programs that wish to raise a wide range of important educational issues vividly. 相似文献
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Government and the media are intimately connected in many ways though each distrusts the other. This paper, based on the author’s experience in government, describes the ways that governments try to deal with the media and discusses three of the main complaints about media coverage—its tendency to simplify, to assign blame, and to be primarily focused on the short term. It concludes with some suggestions for possible improvements. 相似文献
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Ilse Schweinsberg‐Reichart 《Communication quarterly》2013,61(4):35-39
This study of the utility of evidence differs from previous studies in its use of a respondent‐generated matrix of information and sources. This matrix comprised three dimensions (expertness × trustworthiness‐acquaintanceship x information type] and was used to produce Q‐statements which subjects sorted according to a most useful‐Jeast useful criterion in three hypothetical decision‐making situations. The Q‐analysis revealed several types of persons, including: types which found directive information most useful, types which preferred unknown but competent sources, and types which depended upon sources who were known and trusted regardless of the kind of information the source offered. 相似文献
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George Marx 《International Journal of Science Education》2013,35(1):31-45
The astronomy concepts of 345 young people were studied over a 10‐year period using a multi‐media, multi‐modal methodology in a research design where survey participants were interviewed three times and control subjects were interviewed twice. The purpose of the research was to search for evidence to clarify competing theories on conceptual coherence versus knowledge‐in‐pieces, distinguishing between coherence as revealed in the representational systems at any particular stage in a young person’s development and the changes evident in mental growth thereafter. Thus five research questions concerned with the elements and structure of understanding were investigated: (1) conceptual coherence shown as patterns of high correlation of concept representations between the media used to assess subjects’ understanding within a survey, as well as (2) coherence revealed as consistency of representation of those concepts across media and modalities; (3) enhanced conceptual understanding and skill through repeated interviews across (longitudinal) surveys, as young people develop their knowledge; (4) cultural similarity in subjects’ representations of basic static concepts (e.g. the shape of the Earth); and (5) improved understanding of basic dynamic concepts (e.g. the motion of the Earth) and complex dynamic concepts (e.g. seasons and eclipses), through “knowledge‐skill compounding”. The research findings supported conceptual coherence and rejected the counter argument of knowledge‐in‐pieces (at an alpha level of .05). Further research is recommended to replicate current research in cultures other than those of China and New Zealand studied here to confirm the view that cognition and knowledge are inherently coherent in young people. 相似文献
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Educational Studies in Mathematics - This article is a synthesis of the historical account of the ongoing suppression of Māori indigeneity (language and cultural knowledge) in mathematics... 相似文献
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《师资教育杂志》2012,38(5):543-550
This paper reviews the long attempt to transform teacher education in Thailand. Although a brief summary of educational systems and models of teacher preparation from 1892 to 1973 has been provided, the prime focus of the paper is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and social forces. 相似文献
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Maarten Matheus van Houten 《Journal of Vocational Education & Training》2018,70(1):130-147
The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates. 相似文献
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This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state secondary school; this was used to propose a variant of self-assessment which is tailored to the demands of religious education – reflexive self-assessment. Its implications for more general understandings of the relationship between subject pedagogy and self-assessment are discussed, especially the recognition of values not only in religious education but in other subjects too, reinforcing the need to develop subject-specific variants of self-assessment that reflect the breadth of learning outcomes. 相似文献
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Hanne Warming 《International Journal of Inclusive Education》2013,17(2):233-247
This article explores the discursive formation of inclusion in early childhood education and after‐school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on ‘initiatives by governments’, this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after‐school‐care, inclusion in these environments remains peripheral to the main debate. 相似文献
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This study investigates the relationships of domain-general cognitive abilities and domain-specific verbal and mathematical abilities to students' educational characteristics when two theoretically grounded, but competing structural models are applied. In the standard model, a single latent ability causes interindividual differences in the corresponding measures. In the nested-factor model, interindividual differences are caused by two independent cognitive abilities: general cognitive ability and domain-specific ability. The two models were examined using data from 29,386 ninth graders. The results show that findings on the relations between domain-specific abilities and students' socio-economic status, general school satisfaction, educational aspirations, domain-specific interests, and subject-specific grades may differ substantially depending on the structural model applied. Implications for educational research and measurement as well as for students' motivational and cognitive development are discussed. 相似文献
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Cultural Studies of Science Education - A special issue of Learning: Research and Practice dedicated to mindfulness is summarized with the assertion that the contributions illustrate a perspective... 相似文献
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