Human resource development: managing learning and knowledge capital     

Barrie Brennan 《Studies in Continuing Education》2013,35(2):260-262

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Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa     

Jenna Mittelmeier  Dianne Long  Firdevs Melis Cin  Katharine Reedy  Ashley Gunter  Parvati Raghuram 《Open Learning》2013,28(3):250-266

Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.  相似文献   

Serious game‐based and nongame‐based online courses: Learning experiences and outcomes     

Taryn Hess  Glenda Gunter 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):372-385

When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course.  相似文献   

Reading and Comprehension: a longitudinal study of ex‐Reading Recovery students     

Maggie Moore  Barrie Wade 《Educational studies》1998,24(2):195-203

The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment was conducted with the use of the Neale Analysis of Reading and analysed by means of a t‐test. Results show that the mean reading age of ex‐Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex‐Reading Recovery children to make greater progress in literacy than children in the Comparison group.  相似文献   

Whitehead and the Sciences     

Pete A.Y. Gunter 《Interchange》1998,29(1):101-104

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Contracting Headteachers as Leaders: an analysis of the NPQH     

Helen Gunter 《Cambridge Journal of Education》1999,29(2):251-264

Within the restructuring of the public sector there is a complex process involving challenges to professional practice. This paper seeks to describe and understand this through analysing the integration of commercial contracting into the professional practice and status of headteachers. It is argued that a key feature of this process is training and this is the context in which a critical evaluation of the National Standards for Headteachers combined with the National Professional Qualification for Headteachers (NPQH) is located. Commercial contracting is being overlain on top of democratic notions and practices of the social contract, and centrist determined NPQH training and assessment is being overlain on top of pluralist professional development opportunities. Aspiring and in‐post headteachers are being presented with a model of contractual leadership which is in tension with educational values and it is argued that as a consequence alternative and more humane traditions are being marginalised  相似文献   

The 'Quiet' Child     

Barrie Wade  Maggie Moore 《English in Education》1984,18(3):25-32

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'Like Preparing for the Cup Final' The Ofsted Inspection of English at Bingley Community School (11–16)     

Bob Bibby  Barrie Wade 《English in Education》1995,29(2):21-31

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Comprehensive for who? Neoliberal directives in Australian ‘comprehensive’ sexuality education and the erasure of GLBTIQ identity     

Barrie Shannon 《Sex education》2016,16(6):573-585

At present, Australian sex(uality) education curricula aim to equip students with information which facilitates ‘healthy’ sexual choices as they develop. However, this is not neutral information, but rather socially and culturally regulated discourse which encodes a normative binary of sexuality. The largely US-focused sexuality education literature tends to categorise curricula as belonging to either ‘comprehensive’ or ‘conservative’ factions, consisting of progressive, secular approaches or religious- or abstinence-based programmes, respectively. Neither of these factions, however, appear to be able to cater for the integration of issues relevant to gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students nor does this binary conceptualisation represent the reality of Australian sexuality education policy and practice. This paper argues that contemporary sexuality education has a fundamentally neoliberal focus, which aims to assimilate GLBTIQ people into existing normative frameworks (economic and social), rather than challenge them. Such an approach does not foster critical student understandings of oppression, power or morality. The development of critical literacy around sexuality is regarded as essential to meaningfully address the complex needs of GLBTIQ students. The paper explores missing queer discourses within Australian teaching resources. The inclusion of these would benefit GLBTIQ students by bringing previously silenced issues to the fore.  相似文献   

Adolescents' Attitudes to the Role of Women     

Adrian Furnham  Barrie Gunter 《Educational studies》1988,14(1):33-42

Over 500 British adolescents aged between 12 and 20 completed a questionnaire concerning their attitudes to the role of women. Relatively few of the 27 items yielded high consensus among the subjects. There were numerous sex differences which showed males to be more traditional and conservative in their attitudes to women than females. About half the items yielded significant age differences, but almost none class differences, with older children being more liberal and egalitarian in their attitude. By and large, these findings are in accordance with previous studies in the area. The results are discussed in terms of the socialisation of sex differences.  相似文献