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Clem Herman Rosaria Gracia Lesley Macniven Bernie Clark Geraldine Doyle 《Open Learning》2019,34(1):40-60
ABSTRACTThis paper examines a blended learning model designed to support women returning to STEM after a career break and its delivery in a unique partnership between an online distance education provider and a community-based equality organisation. Through this partnership additional activities such as networking events, returnships, career clinics and webinars were used in conjunction with a structured online Badged Open Course (BOC), which enabled a successful return to employment for many of the participants. This article outlines the results and implications of this integrated model and argues that blended learning approaches need to be flexible and adaptable to be able to incorporate the needs of learners at different life-course stages, taking into consideration gender and other diversity characteristics. 相似文献
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Bernie Grummell 《International Journal of Lifelong Education》2013,32(5):565-579
This article explores the role of informal learning from television as it is anchored within the ordinariness of daily life. It examines the consequences for pedagogy and civic engagement, questioning how informal learning from television can enhance civic engagement. For many, this learning was localised through personalised and interpersonal relations of everyday life. Learning was not viewed as a distant institutional force but as an embedded part of an ordinary life. The invoking of ordinariness rendered the relationship between learning and civic engagement unproblematic. Learning was localised in subjective terms for self‐identity and interpersonal relations rather than critically reflecting on the power structures of everyday life. 相似文献
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Bernie Collins 《Irish Educational Studies》2013,32(4):421-436
The focus of this paper is circle time, a widely used method in primary schools in Ireland and elsewhere. It involves children sitting in a circle with their teacher using method-specific techniques and strategies for self-esteem enhancement, promoting positive relationships and development of social skills. Qualitative research was undertaken in 2010–11 in five Irish primary school classrooms. Methods included observations, analysis of teacher journals and pre-and post-observation interviews. The theoretical and conceptual framework adopted for the research had empowerment of children as a central principle, supported by theories of self-esteem, emotional intelligence and voice and participation theory. Findings relating to rules and processes and aims and benefits are reported here. While teachers generally followed the Mosley Model of circle time, there were differences in relation to some rules and processes. Teachers in the research were aiming to develop social and personal skills, confidence, equality of voice and a positive classroom atmosphere. Benefits included enjoyment for both teachers and children, a sense of safety and ease of communication. A shift in aims and processes is suggested that would place more emphasis on social and personal skills development, the use of children's voice for agency and respect for children's right to contribute or not in circle time. 相似文献
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There are increasing demands on universities to develop more meaningful linkages with local communities – from government, from citizens and taxpayers, and from students. But the incorporation of community-oriented praxis into the university mission is not straightforward and requires a significant re-orientation away from ‘traditional’ organizational norms regarding teaching and research. Where community practice involves students, there is a burgeoning literature on situated learning, service learning and problem-based learning; but where community practice relates to research, the literature tends to be very much more disciplinary oriented and the sources are commensurately disparate. Discussions about community perspectives, however, are typically located in another set of literatures altogether. In order to address this deficit, this article reviews the literature on community-oriented research with the intention of providing a more holistic view of the common concerns and issues that arise when universities move their work into communities. This article reveals that – despite different disciplinary origins – the varied literature on community-oriented research illustrates the evolution of consistent principles for good practice. Moreover, it argues that community-oriented research principles provide praxis guidelines for university engagement in communities that are often absent in the literature on teaching and learning or civic engagement. The article then presents a case study of the evolution an integrated institutional response, which combines community-oriented research approaches to teaching and learning and civic engagement, being developed at the University of Limerick, Ireland. 相似文献
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While there has always been a profound indifference to the affective domain in formal education, given its Cartesian allegiance to the development of the rational autonomous subject, this indifference to the emotional subject is intensifying with the glorification of performativity. As higher education is especially subject to performance measurement and rankings, this study of top‐level management in Irish higher education shows that those who hold senior management posts are subjected increasingly to disciplinary rationalities that largely preclude being a primary carer. The definition of senior managerial posts as care‐less positions, in terms of primary care responsibilities, advantages those who are care‐free and these are disproportionately men in societies where the moral imperative to do primary care work applies mainly to women. The data suggest that understanding how the care ceiling operates is crucial for understanding why women do not occupy senior managerial positions within new managerial regimes in higher education. 相似文献
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Bernie Froese-Germain 《Interchange》2001,32(2):111-130
Changes in assessment policy have increased standardized testing at provincial, national, and international levels, introduced testing at more grade levels, increased the reporting of test results, and attached more significance to those results. Advocates claim that testing will result in greater accountability in education. The research demonstrates that standardized testing has a negative impact on students, perpetuating and intensifying educational inequity through test bias and the misuse of test scores. Test results are increasingly being used to analyse policy, program, school, and teacher success, and they are being inappropriately used as "educational gatekeepers" to make important decisions about students, teachers, schools, and school systems. This paper focuses on how standardized testing is becoming the mechanism that facilitates many questionable education practices that contribute to educational inequity. 相似文献
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This paper focuses on a community–university partnership built around a programme of study co-created by residents of a disadvantaged community and situated, for the most part, within that community. The aim of this paper is to share lessons learned from this community engagement initiative, as identified through a research study which ran concurrent to the programme. The study involved 41 interviews (18 individual interviews and 23 focus groups) over a two-year period with 28 participants. Participants included students, lecturers and community and university stakeholders. The finding section focuses on the characteristics of the initiative which allowed it to positively impact those involved. The data indicated that (i) the authenticity of the partnership between the community and university, (ii) the suitability of the lecturers and (iii) the ability of the lecturers and management to adapt the programme to identified needs were all key to the success of the programme. The paper concludes with a discussion, incorporating relevant literature, regarding what can be learned from this programme for those interested in enacting truly engaged practice in Irish higher education. 相似文献