_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
This project aimed to help new and emerging consultants to become more effective in their role through a programme of support to develop their expertise.
Emancipatory action research, supported by claims, concerns and issues tool, derived from Stakeholder Evaluation, and other methods (active learning, action learning, collaborative workshops and individual tools e.g. qualitative 360 degree feedback and reflective reviews) comprised the supportive intervention which enabled participants to research their own practice.
The programme’s methodology and methods helped participants to: research their own practice; theorise from practice; grow the facilitation skills needed to develop and demonstrate their own effectiveness; foster the effectiveness of others and; transform practice culture. Greater effectiveness in their multiple roles was demonstrated, as was the impact of this on others, services and organisations.
The study concludes that the support programme augmented by the methodology, facilitation skills and the 10 principles derived from a concept analysis of work-based learning is central to achieving improved effectiveness and transformation of others, services and organisations. Theoretical insights at collective/community levels also resulted. Key recommendations are identified for commissioners, higher education and research. 相似文献
In addition, the formative development of the profession in Australia has been significantly influenced by 19th and 20th century UK and US practices, although historically the industrial profile of Australia has been strikingly different. An analysis of current industry distribution of Australian, UK and US mechanical engineers presented in this paper shows continuing, although less marked, differences.
To develop a clearer perception of the profession in Australia, its educational formation, and operational environment, this paper provides a concise study of the formative development of the profession, and presents a breakdown of the industry sectors in which they are currently employed. The effects of momentous global changes in engineering employment and formation over recent decades are also discussed.
Recent changes in engineering employment have included major structural changes to organisations, accelerating technical and educational developments and mounting societal expectations making it imperative that attributes be attuned to the new engineering paradigm as increasing demands are placed on our graduates.
This paper provides an essential foundation for ongoing debate and analysis of attribute needs related to this broadly based engineering discipline. Although presented from an Australian perspective, many issues discussed are applicable worldwide. 相似文献
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research. 相似文献
Data Sources: Literature review from January 1986 to December 2016.
Study Selection: Studies were selected that outlined current trends in sexuality in health care, the impact of disability on sexuality, and sexuality education from the perspectives of both patients and health care providers.
Results: Searches in multiple databases yielded 41 articles that outlined the current state of sexuality education related to individuals with disabilities. The results demonstrate the importance of addressing sexuality after the onset of disability, and the inconsistencies that are present in health care practitioner education related to this topic.
Conclusion: Sexuality is an important aspect of the human experience and is greatly impacted by the onset of physical disability. Despite the acknowledgment of health care providers that sexuality should be addressed in clinical practice, there is a gap in knowledge and comfort stemming from a lack of formal education on this topic. In order to enhance the quality of services provided to individuals with physical disabilities, educational programs that focus on a multidisciplinary approach to sexuality education should be established. 相似文献
Design/Methodology/Approach: The research addressed a purposive sample of 30 agronomists divided into two groups (older - younger). Questionnaire-based survey was followed by a semi-structured interview.
Findings: The views of both groups of agronomists follow the same orientation and revolve around the progressive and behaviourist philosophies. In terms of practice, the intervention of older agronomists mainly relates to the progressive, the liberal and the behaviourist philosophy while that of younger agronomists around the liberal framework; evidence shows a small turn of younger agronomists towards participatory extension.
Practical Implications: The current piece of work puts forward the gaps and weaknesses of Extension in Greece both in terms of rhetoric and practice; notably, Greek agronomists do not seem capable to support bottom-up processes.
Theoretical Implications: Research detected the espoused orientation of extensionists and the ways they assist their constituencies in practice.
Originality/Value: The work reported here is considered one means of raising the awareness of the field’s needs in documenting extensionists’ educational philosophies and how they guide practice. 相似文献
Purpose: LBD uses the context of design challenges to learn, among other things, science. Previous research shows that this approach to subject integration is quite successful but provides little profit on (scientific) concept learning. For this, a lack of (knowledge of) proper teaching strategies is suggested as an important reason. This study explores these strategies and more specific the interaction with concept learning.
Sample: Six Dutch first-year bachelor’s degree science student teachers, between the ages of 16 and 18, and two science teacher trainers (principal investigators included) were involved.
Design and methods: A mixed methods study was used to study LBD’s teaching practice in depth. Based on a theoretical framework of (concept) learning-related teaching strategies video recordings of a guided LBD challenge were analysed to unravel teacher handling in detail. Complemented by questionnaire and interview data and students’ learning outcomes (pre- and post-exam) the effectiveness of teaching strategies was established and shortcomings were distracted.
Results: Students reached medium overall learning gains where the highest gains were strongly task-related. Teacher handling was dominated by providing feedback and stimulating collaboration and only 13% of all teacher interventions concerned direct explication of underlying science. And especially these explicit teaching strategies were highly appreciated by students to learn about science.
Conclusions: In accordance with insights about knowledge transfer, LBD needs to be enriched with explicit teaching strategies, interludes according to poor-related science content important for cohesive understanding and de- and recontextualisation of concepts for deeper understanding. 相似文献
Purpose: This study evaluated and compared the Singaporean and Taiwanese middle school students’ conceptions of science assessment. Within-country gender comparisons were also explored.
Sample: 424 Taiwanese and 333 Singaporean eighth graders were invited for a cross-country comparison.
Design and methods: The participants completed a questionnaire named Conceptions of Science Assessment.
Results: The findings showed that the summative assessment dominates in the Taiwanese classrooms, while formative and summative assessment are usually perceived in Singaporean classrooms. The Singaporean students had a greater tendency than their Taiwanese counterparts to perceive the purpose of assessment as a way of reproducing knowledge, and the formative assessment as improving learning, problem-solving, and critical judgment. No gender differences were found among either the Singaporean or the Taiwanese students.
Conclusions: Educators in both countries should provide learners with more opportunities to experience process-oriented science assessment activities and de-emphasize the usage of examination-oriented practices to achieve the sophistication of conceptions. 相似文献
Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.
Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.
Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.
Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.
Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI. 相似文献
—Robert Ardrey (1972), The Territorial Imperative, Fontana
London, p. 257 相似文献
Methodology: A multiple regression analysis was employed to assess the combined effect of the knowledge bases, factors such as age of the household head, land size, marketing channels and geophysical factors (such as land slope) on linseed productivity.
Findings: The findings reveal no differences in productivity between trained and untrained farmers. They further show that training and the interaction between training and experience positively influence productivity. Our findings, however, reveal farmer education to have an inverse yet insignificant effect on productivity. Furthermore, we found that factors such as the slope of the land and the choice of marketing channel also play an important role in influencing productivity.
Practical implications: Moving away from the traditional top-down approach could be the answer to avoid a mismatch between the information given by trainers and what the farmers actually need.
Theoretical implications: The study used interaction variables of knowledge bases, and attempted to demonstrate the importance of a tacit knowledge base, which is often not well documented and therefore neglected in research.
Originality/value: The research demonstrates the combined effects that interactions between several knowledge bases have on the productivity of linseed farmers. 相似文献
Research design. Students taking four courses received an end-of-course questionnaire. The following year, students taking all six courses received a mid-course questionnaire.
Method. The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 3539 students of the UK Open University.
Outcomes and results. Across successive levels of study, students were progressively less likely to adopt a deep approach, were more likely to adopt a surface approach and rated their courses less favourably, especially with regard to the workload and materials. Between the middle and end of a course, students were more likely to adopt a deep approach and gave more positive ratings with regard to the materials and amount of choice.
Conclusions. The survey instruments can be recommended as useful tools for monitoring the experiences of engineering and technology students. 相似文献
The second big breakthrough came with the Integrated Child Development Services in 1974, the world's largest to attempt to provide a package of services to the most vulnerable children. The attached four-month job training, intended to develop paraprofessionals with multiple roles, supported by untrained ‘helpers’ is hence somewhat diluted in content.
In addition several other limited kinds of training in Early Childhood Education are available.
Training programmes have had to face several recurrent constraints related to issues of both quantity and quality—availability at different levels; relevance of content and appropriateness of methodology; motivation; certification; and the development of a trainer cadre.
Recently, innovative training programmes, three of which are mentioned, are attempting to meet these challenges in new ways. 相似文献
Aim: The aim of this article is to compare loneliness, fear of falling, and quality of life in older women who live alone and live with others.
Methods: This cross-sectional study was done on 218 accessible elderly women (116 live alone, 102 live with others) to compare loneliness, fear of falling, and quality of life by using the Farsi versions of UCLA-LS, falls efficacy scale-international (FES-I), and SF12 questionnaires, respectively.
Results: Linear regression was used to compare the means of continuous outcomes between the two groups by adjustment on probable confounder’s age and falling history.
Conclusion: Fears of falling and physical aspect of life quality in the lonely older adults were considerably higher than other group. 相似文献
Design/methodology/approach: Using Conservation Agriculture (CA) as a case study, we qualitatively explore with 26 locally based agricultural researchers the context of CA research and promotion, including their perceptions on persistent research gaps and issues in closing them.
Findings: Respondents identified that CA was not yet a finished product, with concerns regarding the benefit, feasibility and relevance of CA implementation. They asserted that while further adaptation was required, they were unable to do this due to institutional constraints within their research, extension and policy contexts.
Practical implications: We find that CA continues to be considered a donor-driven intervention in its current form and requires substantial further adaptation to local contexts before researchers will deem it ready for farmer uptake. The five research gaps identified by respondents highlight practical areas where further adaptations must occur.
Theoretical implications: Our findings suggest a lack of participatory research and extension most likely reflects limited financial, human and social capital to implement more participatory approaches. Without addressing these capacities, widespread adoption of complex farming systems change appears unlikely.
Originality/Value: Whilst many studies have identified a need for local innovation to enable CA utilisation, few have qualitatively explored directly with local researchers the capacity of such systems to do so. We address this gap in the literature. 相似文献
Design: We use the network map analysis in a case study approach as a tool to demonstrate the linkages between the key actors and stakeholders in the information network of farmers.
Findings: The government institutions are well networked among themselves but have limited interactions with non-government sources. Farmers in Bihar have strong linkages with few network actors, who are important nodes in the social knowledge network. The study showed heterogeneity and complexity in the network shape and structure across different districts.
Practical Implications: Knowledge networks and social networks are the drivers of information sharing and play a significant role in the diffusion of agricultural technology and related knowledge. Understanding these networks provides a platform for introducing the agricultural technologies and getting connected to a wider group of farming communities.
Theoretical Implications: The study shows that the network is formed by different actors and their role determine the nature and shape of the network. Knowledge of this heterogeneity is important in designing or revamping agricultural information systems.
Originality: Information and knowledge networks are least explored in the agricultural information dissemination process. Some studies have shown the role of actors and social networks, but this study uniquely explores and presents the heterogeneity of these networks. 相似文献
Design/methodology/approach: A stratified survey including 103 villages and 823 farmers was conducted in all districts of Haryana (India). Firstly, technical efficiency (TE) was modeled using biophysical data including grain yield, seeding rate, wheat varieties, tillage, sowing date, seed source, harvesting method and the application of fertilizer, herbicide and irrigation. The relationship between TE and social community factors such as farm size, farmer age, level of education and agricultural support programs was analyzed by regression tree.
Findings: TE was lower with the farmers who only have education to a primary standard. Farmers with high TE scores were mostly between 35 and 40 years of age, and a higher TE association was common for farmers who use technical publications. Social individual factors such as farmers’ views on the future of farming were also analyzed across different TE levels.
Practical implications: Farmers with lower TE are an obvious target for production improvement, particularly given the understanding that the overall production yield gap is small in Haryana.
Theoretical implications: Our conceptual framework shows a quantitative way to establish the socio-ecological linkage, and to identify the opportunities for changes in management with extension services leading to productivity improvement.
Originality/value: This paper provides a novel framework with detailed methodology to effectively identify the socio-economic factors that limit the biophysical production in an agricultural system. 相似文献
Purpose: Making sure that the general public are aware of the importance of maintaining biosecurity is crucial in order to protect New Zealand’s economy, human health, the environment, and social and cultural values. New Zealand Year 9 students’ knowledge of biosecurity was gauged as these students represented the next generation of individuals tasked to maintain biosecurity in New Zealand.
Design: A qualitative approach using the interpretive mode of inquiry was used to investigate the knowledge about biosecurity with New Zealand Year 9 students. Questionnaires and interviews were the data collection tools.
Sample: One hundred and seventy-one students completed a questionnaire that consisted of Likert-type questions and open-ended questions. Nine students were interviewed about their knowledge.
Results: The findings showed that New Zealand Year 9 students lacked specific knowledge about unwanted plants, animals and microorganisms. These students saw illicit drug plants as unwanted plants and mainly saw possums as unwanted animals in New Zealand. Their knowledge about unwanted microorganisms in New Zealand was dominated by human-disease-causing microbes. A lack of knowledge of biosecurity issues in New Zealand was seen as the major factor in these students limited understanding of biosecurity.
Conclusions: Based on these findings, it can be said that knowledge of an issue is critical in enabling individuals to develop an understanding about biosecurity. Explicit teaching of biosecurity-related curriculum topics could provide New Zealand Year 9 students with an opportunity to develop knowledge about biosecurity in New Zealand. 相似文献