Attention getters     

Don Mitchell 《Performance Improvement》1985,24(5):11-11

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Conference corner     

Don Mitchell 《Performance Improvement》1985,24(9):C7-C9

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Ethnic Mother Tongues as Languages of Instruction in the Canadian Classroom     

Don Dawson 《Equity & Excellence in Education》2013,46(1-6):229-234

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What stories do I tell now? New times and new narratives for the adult educator     

Richard Edwards  Robin Usher 《International Journal of Lifelong Education》2013,32(3):216-229

Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what it means to be an adult educator.

This article examines the ways in which these changes have found expression in the narratives through which adult educators construct their practices and experiences as meaningful. We argue that there is an interaction between the impact of contestation and change in the field of adult education and learning, its narrative or story‐telling practices and the processes by which the identities of adult educators are formed. We examine the significance of this interaction by drawing on three inter‐related themes‐‐the so‐called turn to textuality, the changes taking place in the economy and the organisation of work including the work of adult educators, and contemporary debates over (post) modern identities. In this way, we demonstrate the significance of new theoretical perspectives in providing insights into the contemporary condition of adult educators.  相似文献   

Flexibility,reflexivity and reflection in the contemporary workplace     

Richard Edwards 《International Journal of Lifelong Education》2013,32(6):377-388

Within contemporary changes there is an increased reflexivity wherein social formations, organizations and individuals are required to change, to learn to change, and change to learn. Lifelong learning has become central to education and economic policy, with an increased emphasis on individuals, workplaces and providers of learning opportunities becoming more flexible. This article explores some of the evidence for the emergence of different workplace practices and identities in response to and as part of the development of reflexive modernization and the significance of pedagogies of reflection in these changes. It suggests that pedagogies of reflection are integral to reflexive modernization, flexible lifelong learners and changes in the workplace.  相似文献   

Reviews     

Pat Sadler  Garry Hornby  Gordon Dimmock  Don Baines  Gill Collins 《Pastoral Care in Education》2013,31(1):52-55

Pat Sadler, Hiroshima Shudo University, The Caring Child by Nancy Eisenberg. Cambridge, Mass, and London: Harvard University Press, 1992, hb ISBN 0 674 09725 4, pb ISBN 0 674 09726 2, US$8.95

Garry Hornby, University of Hull, Youth in Trouble: Educational Responses, by J. F. Schostak. London: Kogan Page, 1991. 192pp., pb. ISBN 0 7494 0372 1, np

Gordon Dimmock, Harold Hill Community School, Havering, ‘Some Way to Go’: A Pilot Study on the Appraisal of Educational Resources on Leaving Home and Homelessness, Leaving Home Project. London: Information Services Charity Limited, 1987. 56pp., £4.95

Gordon Dimmock, Harold Hill Community School, Havering, Experimental Project. Final Report, Leaving Home Project. London: Information Services Charity Limited, 1991. 30pp., £6

Gordon Dimmock, Harold Hill Community School, Havering, ‘Making the Break’: Choices and Decisions Facing Young People Leaving Home, by Philip Hope, edited by Catherine ByGott. London: CSV Advisory Service and Leaving Home Project, 1989. 157pp. plus VHS video ‘Cutting Loose’, 20 min., CSV, 1988. ISBN 0 907829 57 0, £28.25+£2.40 p. & p.

Don Baines, Anglia Polytechnic University, Teacher Training in Secondary Schools, by Rowie Shaw. London: Kogan Page Limited, 1992. 162pp., pb ISBN 0 7494 0637 2, £14.95

Gill Collins, Sovereign Centre Tutorial Unit, Issues: A Cross-Curricular Course for PSE, by John Foster. Hammersmith: Collins Educational, 1992. Pupil Book One, ISBN 0 00 327334 2, £4.95; Teachers Resources One, ISBN 0 00 327339 3, £7.25; Pupil Book Two, ISBN 0 00 327335 0, £4.95; Teachers Resources Two, ISBN 0 00 327340 7, £7.25; Pupil Book Three, ISBN 0 00 327336 9, £4.95; Teachers Resources Three, ISBN 0 00 3273415, £7.25; Pupil Book Four, ISBN 0 00 327337 7, £5.50; Teachers Resources Four, ISBN 0 00 327342 3, £7.95; Pupil Book Five, ISBN 0 00 327338 5, £5.50; Teachers Resources Five, ISBN 0 00 327343 1, £7.95  相似文献   

Strengthening Emotional Development: An Interview With Child Psychiatrist Joan Luby     

Don Ambrose 《Roeper Review》2013,35(3):212-213

Metacognition is an important component of advanced intellectual performance and, therefore, has been proposed to be more advanced in intellectually gifted than average children. However, existing research comparing gifted to average children's metacognitive abilities does not support this idea uniformly. Compared to average children, gifted children appear to have generally better declarative metacognitive knowledge and better ability to transfer strategies to situations distinct from those in which the strategy was learned. However, gifted children do not demonstrate consistently better strategy use, maintenance, or near transfer compared to average children. Nor do they display better cognitive monitoring ability compared to average children. Metacognition appears to be important to the development of high achievement in a domain. We argue that metacognitive abilities might be incorporated as additional criteria for entry into programs for the gifted beyond standard intelligence measures. Several identification methods which include metacognitive information are discussed.  相似文献   

Radiation payout: the US government settles out of court over experiments on cancer patients     

Edwards R 《New scientist (1971)》1999,162(2187):12

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Research abstracts     

Don H. Coombs 《Educational technology research and development : ETR & D》1973,21(1):153-159

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The stress of travel     

Waterhouse J  Reilly T  Edwards B 《Journal of sports sciences》2004,22(10):946-65; discussion 965-6

International travel is an essential part of the life of elite athletes, both for competition and training. It is also becoming increasingly common among recreational sportspersons. Long-distance travel is associated with a group of transient negative effects, collectively referred to as 'travel fatigue', which result from anxiety about the journey, the change to an individual's daily routine, and dehydration due to time spent in the dry air of the aircraft cabin. Travel fatigue lasts for only a day or so, but for those who fly across several time zones, there are also the longer-lasting difficulties associated with 'jet lag'. The problems of jet lag can last for over a week if the flight crosses 10 time zones or more, and they can reduce performance and the motivation to train effectively. Knowledge of the properties of the body clock enables the cause of the difficulties to be understood (an unadjusted body clock), and forms the basis of using light in the new time zone to promote adjustment of the body clock. Sleep loss and its effects are important components of jet lag, and attempts to promote sleep by the use of melatonin and other hypnotics are also relevant. Sleep loss is also found in those who undertake challenges that involve long periods where the normal consolidated sleep of 8 h length is not possible. Advice on sleep regimens in such circumstances is given.  相似文献