Editorial Introduction     

CM 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(6):399-400

  相似文献   

Making the Difference,Then and Now   总被引：1，自引：1，他引：1  

R. W. Connell 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):319-327

In the mid-1970s there was political interest in questions of educational justice and an intellectual situation that allowed a 'productionist' approach to class. The intensive research method used was relatively open to new insights about class and gender, and a highly collaborative process of analysis connected the work with practical needs in school systems. The empirical side of the research stands up well. The policy context, however, has changed greatly, with the rise of neoliberalism and the destruction of the policy machinery for consultation and equity work. Suggestions are made for elements of a new equality agenda in education, which moves beyond compensatory programs.  相似文献   

Can we transform scholarly communication with open source and community‐owned infrastructure?     

Alison McGonagle‐O&#x;Connell  Kristen Ratan 《Learned Publishing》2019,32(1):75-78

  相似文献   

The New Knowledge Management – Complexity,Learning and Sustainable Innovation     

Con Connell 《知识管理研究与实践》2003,1(1):64-66

  相似文献   

An ecological approach to promoting early adolescent mental health and social adaptation: family-centered intervention in public middle schools     

Stormshak EA  Connell AM  Véronneau MH  Myers MW  Dishion TJ  Kavanagh K  Caruthers AS 《Child development》2011,82(1):209-225

This study examined the impact of the Family Check-Up (FCU) and linked intervention services on reducing health-risk behaviors and promoting social adaptation among middle school youth. A total of 593 students and their families were randomly assigned to receive either the intervention or middle school services as usual. Forty-two percent of intervention families engaged in the service and received the FCU. Using complier average causal effect analyses, engagement in the intervention moderated intervention outcomes. Families who engaged in the intervention had youth who reported lower rates of antisocial behavior and substance use over time than did a matched control sample. Results extend previous research indicating that a family-centered approach to supporting youth in the public school setting reduced the growth of antisocial behavior, alcohol use, tobacco use, and marijuana use throughout the middle school years.  相似文献   

Students as Catalysts of Environmental Change: a framework for researching intergenerational influence through environmental education     

Roy Ballantyne  Sharon Connell  John Fien 《Environmental Education Research》1998,4(3):285-298

Many environmental problems are desperately in need of attention. Educating both adults and young people is seen as part of the solution to such problems. Given this situation, and the already considerable investment in environmental education in schools, the notion of encouraging students to initiate environmental discussions with adults at home and in the community seems attractive and worthy of investigation. To this end, this paper critically reviews education and social science literature concerning intergenerational influence. An approach is outlined to guide future efforts in research and programme development aimed at encouraging students' to act as catalysts of environmental communication and learning beyond school boundaries.  相似文献   

Editorial: Are editorials necessary?     

Frances O’Connell Rust 《Teachers and Teaching》2018,24(6):599-603

  相似文献   

Telling Tales: Child Migration and Child Trafficking: Stories of trafficking obscure the realities for migrant children     

Julia O’Connell Davidson 《Child abuse & neglect》2013

  相似文献   

A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities     

Daniel Z. Meyer  Allison Antink Meyer  Keith A. Nabb  Margaretann G. Connell  Leanne M. Avery 《Research in Science Education》2013,43(1):57-76

A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work.  相似文献   

Casual Academic Staff in an Australian University: Marginalised and excluded     

Ryan  Suzanne  Burgess  John  Connell  Julia  Groen  Egbert 《Tertiary Education and Management》2013,19(2):161-169

Abstract

The transition from a planned centralist economy to a market economy over the last decade of the 20th century has presented Russian universities with many profound challenges. These challenges require universities to review and consider their organisational culture and deserve careful study. This paper describes the changes that have taken place at Tomsk Polytechnic University ‐ one of oldest, largest and leading Russian universities.  相似文献