The Learner‐Centered Approach to the Co‐Curriculum Model     

Kara L. Fresk  Caleb J. Keith  Hannah C. Keith 《Assessment Update》2020,32(4):1-16

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Dialogue's Impact on the Quality of Relationships     

Caroline Seet  Ng Pak Tee 《Educational Research for Policy and Practice》2003,2(3):205-214

This paper presents the findings of an action research that examines teachers' perception of the quality of dialogue and how it impacts on the quality of relationships in a primary school in Singapore. The paper explores how school leaders can facilitate dialogue and also discusses the issues and factors that affect teachers' perception of dialogue. Analysis of the data obtained through a questionnaire and face-to-face interviews shows that the more favourable the perception of dialogue amongst teachers, the more favourable is their perception of the quality of relationships in the school. The implication for school leaders is that by developing a higher quality of dialogue, a better school climate is fostered. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Counselor Educators’ Perceptions of and Experiences with International Students     

Kok-Mun Ng 《International journal for the advancement of counseling》2006,28(1):1-19

Thirty-six counselor educators’ perceptions and experiences with international student trainees were examined in this online survey research. Findings support the issues identified in the literature as confronting international students and also surface some issues specific to students in counselor training. International counselor education students tend to experience more difficulties in areas related to language, clinical training, adjustment, and cultural differences. Similarities and differences were also found within international student categories involving western and non-western countries and between international and domestic students. Counselor educators in general reported favorably on working with international students. Findings support attention being given to further examine the specific training and supervisory needs of international counseling students.Portions of this article were presented at the 2003 Southern Association of Counselor Education and Supervision Conference, Chattanooga, U.S.A. and at the 2004 American Counseling Association Convention, Kansas City, Missouri, U.S.A.  相似文献   

Governing good,bad and ugly workplaces? Explaining the paradox of state-steered voluntarism in New Labour’s Skills Strategy     

Hannah Durrant 《Journal of Education & Work》2016,29(4):373-401

The post-compulsory education and training system in the UK has long been defined as an archetypical voluntarist model. Yet, with the election of a New Labour government in 1997, the relationship between the state as supply-side provider of skills and employers as the demanders of skills began to subtly change. An additional rhetoric emerged in skills policy that suggested a role for the state to shape higher skills demands. This instigated a move towards what is here defined by the oxymoron ‘state-steered voluntarism’; an approach to the governance of skills which aimed to deliver both a demand-led skills system and a system to lead demand. Drawing on policy documents and interviews with key policy-makers, this article offers an interpretive analysis of New Labour’s ideas about the nature of workplaces, and the role of the state and skills providers in response, that explains the existence of policy paradox. We find that New Labour articulated three distinct strategies for governing skills, depending on whether workplaces were perceived to have ‘good’, ‘bad’, or frankly ‘ugly’ skills aspirations. However, whilst this threefold skills strategy seemingly served the purpose of containing multiple policy objectives and creating a graded role for state action, it was also prone to being used selectively by those with vested interests in UK skills policy (i.e. the representatives of businesses and employers and the representatives of employees and learners).  相似文献   

Situational influences upon children's beliefs about global warming and energy     

Patrick Devine‐Wright  Hannah Devine‐Wright  Paul Fleming 《Environmental Education Research》2004,10(4):493-506

This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self‐efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self‐efficacy amongst both adults and children to effectively respond to this large‐scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9–12 year old members of the Woodcraft Folk educational organisation with non‐members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large‐scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self‐efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self‐efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed.  相似文献   

Being Analog: Creating Tomorrow’s Libraries: By Walt Crawford. Chicago: American Library Association, 1999. 245p. $28.00. ISBN 0–8389-0754–7.     

Stan A. Hannah   《The Journal of Academic Librarianship》1999,25(6)

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Framing the Problem: effects of wording on children's statistical inferences     

Sik Hung Ng  Margaret‐Ellen Pipe  Bruce Beath  Derek Holton 《教育心理学》1999,19(4):489-499

ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to.  相似文献   

The role of school leadership in Singapore's future-ready school reform     

David Foo Seong Ng  Choun Pei Wong 《European Journal of Education》2020,55(2):183-199

In this paper, we propose that successful education needs to fulfil three purposes while being cognisant of time and context: (a) learning, (b) lifework and (c) well-being. An education system is successful if it can develop future-ready individuals who will continue to learn beyond graduation, take on future lifework, and thrive in a changing society and environment. The future is context-situated and context-dependent. We have chosen to examine the economic, social and environmental context of Singapore to provide insight on the values, skills and knowledge that are required of future-ready learners according to the three purposes. We have compared the trajectories of other high-income nations with those of Singapore. Traditional teaching and learning practices no longer serve us well in the new realities that emerge. Education practices need to evolve in tandem to meet the demands of the 21st century. The roles that school leaders play include creating teaching and learning environments where these practices can be implemented. In our review of leadership practices and concepts, we have found that it is important for school leaders to question existing assumptions of teaching, learning and leadership practices in order to advance the development of 21st century skills, knowledge, values, and habits in learners.  相似文献   

Isolation and aspiration: Deaf adults reflect on the educational legacy of special schooling     

Hannah Anglin-Jaffe 《British Educational Research Journal》2020,46(6):1468-1486

This small-scale, qualitative study invited deaf adults to reflect on their schooling and to consider the ways in which placement decisions impacted their educational opportunities, achievement and identity. It aimed to document the experiences of deaf adults who had attended special schools for deaf children and to elicit their thoughts on the current state of education for deaf children and their hopes for the future. The findings, based on the participants’ narratives, alluded to current debates about the growing numbers of young deaf children in mainstream schools and the impact of this trend on the changing nature of Deaf culture. They also explored a tension around the balancing of the need for deaf children to access Deaf culture and sign language, whilst maintaining the positive achievements of inclusive practice, including raised expectations, family and community belonging, and high academic achievement. This article advances a possible solution to this tension in the form of deaf-centric community hubs.  相似文献   

Polyelectrolyte multilayer surface functionalization of poly(dimethylsiloxane) (PDMS) for reduction of yeast cell adhesion in microfluidic devices     

Schmolke H  Demming S  Edlich A  Magdanz V  Büttgenbach S  Franco-Lara E  Krull R  Klages CP 《Biomicrofluidics》2010,4(4):44113

Polyelectrolyte multilayers (PEMs) based on the combinations poly(diallyldimethylammonium chloride)∕poly(acrylic acid) (PDADMAC∕PAA) and poly(allylamine hydrochloride)∕PAA (PAH∕PAA) were adsorbed on poly(dimethylsiloxane) (PDMS) and tested for nonspecific surface attachment of hydrophobic yeast cells using a parallel plate flow chamber. A custom-made graft copolymer containing poly(ethylene glycol) (PEG) side chains (PAA-g-PEG) was additionally adsorbed on the PEMs as a terminal layer. A suitable PEM modification effectively decreased the adhesion strength of Saccharomyces cerevisiae DSM 2155 to the channel walls. However, a further decrease in initial cell attachment and adhesion strength was observed after adsorption of PAA-g-PEG copolymer onto PEMs from aqueous solution. The results demonstrate that a facile layer-by-layer surface functionalization from aqueous solutions can be successfully applied to reduce cell adhesion strength of S. cerevisiae by at least two orders of magnitude compared to bare PDMS. Therefore, this method is potentially suitable to promote planktonic growth inside capped PDMS-based microfluidic devices if the PEM deposition is completed by a dynamic flow-through process.  相似文献