Whose curriculum is it anyway? Stakeholder salience in the context of Degree Apprenticeships          下载免费PDF全文

Philip Powell  Anita Walsh 《Higher Education Quarterly》2018,72(2):90-106

A Degree Apprenticeship model has recently been introduced into the United Kingdom (UK) Higher Education system as part of wider changes to vocational training. The system has experienced numerous rapid changes in regulation and funding, and it is now little understood by many stakeholders. Distinguishing different phases in UK Higher Education, and using a salience model as a lens for analysis, this article identifies and examines stakeholders with regards to their influence on the Higher Education curriculum. The new Degree Apprenticeship model is funded by an employer payroll levy and it requires Higher Education institutions to deliver training to specific standards. This research explores the implications of the model for the Higher Education curriculum, concluding that the direct involvement of employers in the design and delivery of vocational Higher Education introduces untried elements into UK Higher Education on the assumption that the funding requirement will lead to a change in employer behaviour. This, coupled with the opening of Higher Education provision to private providers, transfers power over the curriculum to those with potentially no commitment to wider public values, and may offer a threat to the international standing of UK Higher Education. This article contributes to research in understanding how Higher Education systems respond to, and actors cope with, imposed change.  相似文献   

Listening to children’s views of spiritual and metaphysical concepts: A new dimension to educational psychology practice?   总被引：1，自引：1，他引：0  

Irvine Gersch  Fiona Dowling  Georgia Panagiotaki  Anita Potton 《Educational Psychology in Practice》2008,24(3):225-236

Educational psychologists (EPs) have for many years been developing techniques for listening to children. The aim of the present research was to investigate ways of listening to the “spiritual” views of children in order to develop questions that educational psychologists might use as part of the assessment repertoire. The study explored children’s spiritual concepts such as their purpose for “being on the planet” and the “meaning of their life”. The findings suggest that primary and secondary school children from mixed religious backgrounds can respond to spiritual questions in a clear way. In addition, most children believed that spiritual views influence how children behave. Further research is required to explore whether children’s views of spiritual concepts are linked to learning and progress in school and in life.  相似文献   

Do allegations of emotional maltreatment predict developmental outcomes beyond that of other forms of maltreatment?     

Schneider MW  Ross A  Graham JC  Zielinski A 《Child abuse & neglect》2005,29(5):513-532

OBJECTIVES: To understand the features of child abuse/neglect (CA/N) allegations in cases with emotional maltreatment (EMT) allegations, as well as the features of the EMT allegations themselves, and to describe any associations of EMT with distinct impairments of children's behavior, emotion and functioning. METHOD: The sample consisted of 806 high-risk children, 545 with one or more maltreatment reports to CPS. The Maltreatment Classification System was used to record the number and severity levels of maltreatment allegations, which compared cases with and without EMT. Multiple regression analyses were conducted using 10 outcome scales from the Child Behavior Checklist, Vineland Screener, and Trauma Symptom Checklist. Successive blocks of predictor variables included demographics, maltreatment classification variables, maternal and family characteristics, and study site. RESULTS: When there were allegations of EMT as well as CA/N in a CPS case-record (by age 8), the CA/N allegations tended to be either more frequent or less severe than those kinds of allegations in cases without EMT. When neglect was alleged to occur with EMT, neglect allegations outnumbered allegations of EMT. However, when sexual abuse allegations were accompanied by EMT allegations, there were more EMT allegations than sexual abuse allegations in the cases. Higher severity ratings for EMT allegations than for physical abuse occurred when cases included any abuse. Distinctive effects of EMT subtypes were found between problems of safety/restriction and self-reported anger symptoms, and between problems of self-esteem/autonomy and posttraumatic stress. CONCLUSION: Differences exist between the CA/N allegations in cases with and without EMT. Having few cases containing only EMT allegations made it difficult to assess distinctive harm associated with EMT. Certain types of EMT allegations were associated with increases in children's anger and posttraumatic stress.  相似文献   

Faecal fat content in healthy adults by the ‘acid steatocrit method’     

Anita R. Bijoor  S. Geetha  T. Venkatesh 《Indian journal of clinical biochemistry : IJCB》2004,19(2):20-22

Malabsorption syndromes causing steatorrhoea are quite common in India. Estimation of faecal fat is an important non-invasive investigation, which provides vital information regarding the occurrence of malabsorption. The aim of this study was to estimate the fat excretion per day in stools of apparently healthy adults on an unrestricted diet in random spot stool samples using the Acid Steatocrit Method, which provides an alternate, simpler and yet reliable method of stool fat estimation. Several studies have proved the correlation of the acid steatocrit method with the conventional methods. In India, however, there has been no published data regarding the normal levels of fat in the stools, by the acid steatocrit method. We follow the normal range values, as set by the United States and the European countries, not having a range for the Indian population. Hence, we took up a preliminary study, to estimate stool fat in a section of normal and healthy Indian population. The result obtained after screening 600 healthy and normal adults, showed the mean of stool fat to be 8.72 gms/24 hours, which is much higher than that, defined by Western literature (7 gms/24 hours). This can be accounted for, by the cultural and ethnic variations in dietary and food habits. Further studies are required in the same direction, involving larger population groups, and in different malabsorptive conditions.  相似文献   

Preparing More Confident Preservice Elementary Science Teachers: One Elementary Science Methods Teacher's Self-Study   总被引：1，自引：0，他引：1  

Rice  Diana C.  Roychoudhury  Anita 《Journal of Science Teacher Education》2003,14(2):97-126

Journal of Science Teacher Education -  相似文献   

The effects of autonomy gap in personnel policy,principal leadership and teachers’ self-efficacy on their organizational commitment     

Diya Dou  Geert Devos  Martin Valcke 《Asia Pacific Education Review》2016,17(2):339-353

School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers’ organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals’ expectation and whether and how the gap in between has an effect on teachers’ organizational commitment. This research explores the effects of autonomy gap in personnel policy, principal leadership, teachers’ self-efficacy and school contextual factors on teachers’ organizational commitment. Multilevel analysis was used. The results show the effects of autonomy gap in personnel policy differ among areas. In particular, the autonomy gap in salary was found to be a significant antecedent of teachers’ organizational commitment. The results also highlight the importance of principal leadership in this process. Principals with a stronger leadership tend to perceive generally a larger autonomy gap in personnel policy. In addition, when transformational leadership increased, its positive influence on teachers’ organizational commitment became even stronger. Implications for developing efficacious leadership and autonomy policy in personnel management were discussed.  相似文献   

Possibility spaces: Traversing and as educational theory     

Anita Sinner 《Educational Philosophy and Theory》2018,50(14):1410-1411

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Contextualising the career pathways of women principals in Hong Kong: a critical examination     

Anita Kit-wa Chan  George Siu-keung Ngai  Po-king Choi 《Compare》2016,46(2):194-213

The fields of gender and educational leadership have been enriched recently by analyses of national case studies from non-western contexts. By contextualising women’s career development, these studies highlight the importance of including experiences other than those generated from Anglo-American-Australian contexts, thus broadening our knowledge base for more nuanced theorisation in the field. This paper contributes a close examination of the career histories of eight female primary school principals in Hong Kong. Our analyses identify a range of facilitators, including the expansion of promotion opportunities, strong values placed on education and training, professional encouragement and support and help in relieving family responsibilities. Valuable these factors may be, but we argue that they are incidental, informal, familial and individual, and incur the costs of burn-out and guilt. The discussion not only underlines the significance of case study and cultural and contextual specificities, it also provides a nuanced understanding of Chinese patriarchy.  相似文献   

Influences on Computer‐based Problem Solving: help facilities,intrinsic orientation,gender and home computing     

David J. Messer  Anita Jackson  Mazahir Mohamedali 《教育心理学》1987,7(1):33-46

Abstract Microcomputer aided instruction often provides pupils with a means of obtaining assistance. The findings of an initial study suggested that experience on a microcomputer task with a help facility does not necessarily lead to improved performance. The frequent use of a help facility was associated with poorer concurrent performance and was associated with poorer performance when the help facility was no longer available. The possibility that the effects of the help facility were confounded by other variables led to a second controlled investigation of this issue. This experiment confirmed that a help facility was of no significant benefit and appeared to interfere with some aspects of the pupils’ performance. The initial investigation also examined other sources of influence on computer‐based problem solving. It was found that, as predicted, pupils with an intrinsic orientation tended to use a help facility less and to choose more difficult problems. However, pupils who were intrinsically orientated were not found to be any better at computer‐based problem solving than pupils who were less intrinsically orientated. Finally, no differences were found in computer‐based problem solving according to gender or the pupils’ access to home computers.  相似文献   

Simulated learning for generic communication competency development: a case study of Australian post-graduate pharmacy students     

Michelle Barker  Jasmina Fejzic  Anita S. Mak 《高等教育研究与发展》2018,37(6):1109-1123

Authentic workplace experience is becoming increasingly challenging to provide for students. Simulation represents an effective pedagogical strategy for communication competency development in preparation for, or in lieu of clinical placements/practicums. The case study represents an innovative approach to simulating aspects of a pharmacy practice when insufficient placements were available. Prior to undertaking a three-week placement, a cohort of Master of Pharmacy (MPharm) students (N?=?95) completed two four-hour simulated learning modules (SLMs). Each of the six SLMs addressed interpersonally challenging, commonly experienced pharmacy practice scenarios generated by pharmacists/pharmacy educators. Scenarios, underpinned by the Excellence in Cultural Experiential Learning and Leadership (EXCELL) model, included schemas called Social Interaction Maps (SIMs), and involved interacting with trained actors. EXCELL is an evidence-based, professional development resource centred on learning generic social competencies including participating in a team, refusing a request and giving feedback. Evaluations comprised students’ survey responses collected before, during and after SLM workshops and pharmacy placements, and reflections from workshop facilitators. Students reported significant improvements in their overall communication competencies post-workshops and post-placement. Facilitators rated SLMs as a useful strategy to improve students’ communication competence and workplace readiness. Future curriculum development could benefit from including discipline-specific, interpersonally challenging SLMs using SIMs and actors (where possible) to simulate workplace interactions.  相似文献