Creativity: a reaffirmation of its place in early childhood education     

Roy Prentice 《Curriculum Journal》2013,24(2):145-158

At a time when early years educators feel under increasing pressure from the government to adopt more formal approaches to learning, this article sets out to reaffirm the importance of developing each child's creative capacity to the full. The point is made that through the application of creative capacity a vital dimension of human intelligence is demonstrated. It is argued that creative growth is too often hampered by misunderstandings that continue to distort the relationship between creativity and education. Issues that are vital to the development of understanding about the nature of creativity are made explicit and the conditions most likely to promote creative thought and action are identified. In the interest of clarity the term ‘early years’ will be applied to children between the ages of three and eight in diverse educational settings.  相似文献   

The golden age of BTEC: the business education curriculum in 1980s further education     

Roy Fisher 《Curriculum Journal》2013,24(2):253-277

This article provides an account of ‘three generations’ of the Business Education Council (BEC)/Business and Technician (later Technology) Education Council (BTEC) curriculum as implemented in further education colleges between 1979 and 1992. There is discussion of aspects of the underlying philosophy of BEC/BTEC, the structure and content of the programmes, skills, assessment, work experience, learning strategies, and aspects of monitoring and quality control. It is argued that BEC/BTEC, through a form of vocational progressivism, successfully transformed pedagogic practices in FE during the 1980s. The advent of the National Council for Vocational Qualifications, however, and the subsequent introduction of General Advanced Vocational Qualifications in 1993 effectively marked the end of the ‘BEC/BTEC’ era and the establishment of a more directly instrumentalist approach to vocational education.  相似文献   

The Relative Value of Sound Motion Pictures and Study Sheets in Science Teaching     

Roy V. Maneval 《Journal of Experimental Education》2013,81(1):39-43

Some relationships and similarities between regression analysis and 2-group discriminant analysis are pointed out. In particular, it is shown that in the special case of just two criterion groups the predictor variables may be equivalently ordered (with respect to contribution to prediction or discrimination) by the univariate F-ratios and by estimates of the predictor versus the linear discriminant function correlations.  相似文献   

A Helping Relationship Experience in Teacher Education,     

Newell T. Gill  Roy King  Ron G. Wilburn 《Journal of Experimental Education》2013,81(2):24-33

The helping relationship experience was explored as a means of insuring greater rapport with children. A sample of 82 junior and senior education students participated for a minimum of two hours/week for approximately eight weeks. Of this group, some were involved with white children; another group with Negro children and a third group served as control. Groups were pre- and post-tested on selected personality variables felt to be necessary for the establishment of good rapport. A complex analysis of variance design was used in analyzing the data. Females and “liberals” scored significantly higher on the MTAI than males or “traditionalists.” Failure to find other evidence of a significant effect on the experimental groups was attributed to insufficient duration and/or intensity of the treatment.  相似文献   

A Scottish diaspora: influences on educational planning in twentieth-century England     

Roy Lowe 《History of education》2013,42(3):319-330

Grant regulations under the Education Minutes of 1846 prohibited ministers of religion teaching in aided schools. This article examines the background to this professional disability, the extent of its application and its survival for 112 years. The impact of changing social conditions and the creation of new justifications as the policy became anachronistic are discussed. The fiftieth anniversary of its abolition in 1959 allows a long view of this regulation, unjust yet remarkably resistant to change. Documentary sources, public and personal, reveal the actions of policy‐makers and concerns of groups and individuals, and expose complex issues forming the historical context of this contested aspect of teacher employment. Attention is given to the effects of central policy on individual schools and teachers at significant stages in the account. Finally, suggestions are made for further research on the employment of ordained teachers since the ban was lifted 50 years ago.  相似文献   

English Jesuit education: expulsion,suppression, survival and restoration, 1762–1803     

Roy Lowe 《History of education》2013,42(5):709-711

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Environmental Knowledge and Attitudes     

Charles E. Ramsey  Roy E. Rickson 《The Journal of environmental education》2013,44(1):10-18

Abstract

The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment Questionnaire (EECNAQ) was developed, validated, and direct-mailed to 169 randomly selected professional environmental educators (58.6% return rate). The EECNAQ elicited perceptions about the desired status and the current state of EE curricula, the need for curriculum development, the anticipated use of curricula teachers, and the need for inservice teacher education. These five major questions were posed relative to fifteen goals which reflected the Tbilisi objectives and four levels of environmental literacy. The findings reveal a consensus among the professional participants that the EE goals are important ones, that they are not being met to a large extent in existing curricula, that extensive needs exist for both goal-oriented curricula and teacher education, and that the goaloriented curricula would be used by teachers.  相似文献   

Older workers in the hospitality industry: valuing experience and informal learning     

Roy Canning 《International Journal of Lifelong Education》2013,32(5):667-679

The research sets out to identify the learning processes adopted by older workers in the hospitality and visitor attraction industry in Scotland, with a view to determining how employers may better support their education and training within enterprises. The study was undertaken as part of the ESRC project on ‘Sustaining the employability of older workers in the hospitality sector: personal learning strategies and cultures of learning’. The data collection period was from 2008–2010 and focused on six case studies; three in hospitality and three visitor attraction centres. The conceptual framework of the research is based upon the simple yet important notion of experience and how this enhances the learning lives of older employees. It will be argued that the learning processes used by older employees are primarily recognisable as social practices, based upon the utilisation of existing knowledge and skills. The analysis suggests that organisations should be encouraged to avoid using a ‘one size fits all’ approach to education and training and, in the case of older workers, to make more use of their past work and life experiences in order to facilitate their own and others’ learning.  相似文献   

Teacher Evaluation in an Era of Educational Change     

Dr. Joseph J. Roy 《Clearing house (Menasha, Wis.)》2013,86(6):275-276

Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately, upper-elementary and middle-level learners are still naturally curious, are developing cognitively, and have acquired some basic reading skills. Teachers can therefore extend students' previous learning by using a spiral curriculum, in which curricular concepts are introduced at an appropriate level and then revisited at more challenging levels. Teachers can also increase the academic complexity for students by using strategies that include picture books, word recognition skills, intensive subject matter, vocabulary in a meaningful context, Readers Theater, and after-school activities.  相似文献   

Progress at school and school effectiveness: non-cognitive dispositions and within-class markets     

Roy Nash 《教育政策杂志》2013,28(2):89-102

The New Zealand Progress at School project, designed to investigate school effects, found that individual progress at school is associated with a set of non-cognitive dispositions, most importantly, aspiration, self-concept, and acceptance of the institutional regime. The few schools identified as over-and under-performing were distinguished by the favourable and unfavourable dispositions of their students. School composition - or mix - effects proved in this study to be minor and relative to the output criterion, and some implications of that, including the selective effects of within-class markets, are discussed with particular reference to another contemporary New Zealand study, the Smithfield project. It is concluded that the study of school effectiveness might usefully include in its models the relationship between the properties of systems, the level of disposition, and the forms of practice they generate.  相似文献