Textbook Rationale     

Ivor K. Davies 《British journal of educational technology : journal of the Council for Educational Technology》1973,4(3):233-234

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>Education as a Practical Matter: some issues and concerns     

Ivor Goodson 《Cambridge Journal of Education》1995,25(2):137-148

The article begins by reviewing the problems and possibilities which emanate from education being located in university schools of education. It is noted that, to some extent, location of education within universities represents a ‘devil's bargain’: in the sense that faculties and schools of education have to face both towards the theoretical mission of the university and the practical mission of the field. The current fundamentalist movement to push education as a primarily practical matter is then reviewed and a series of issues and concerns raised. In the conclusion, a strategy for re‐integrating theory and practice in a more field‐based terrain is tentatively outlined  相似文献   

European Cooperation in Education: historical background and contemporary experience     

Ivor Goodson 《欧洲师范教育杂志》1982,5(1-2):19-28

The development of educational cooperation at the level of the European Community is examined from a background of personal involvement. Two perspectives are taken, namely that of the Curriculum Models Project and that of an activity‐based network. In conclusion, the need to define processes of international research and development is discussed.

L'auteur examine le développement de la co‐opération éducative au niveau de la Communauté Européene dans les perspectives de son engagement personnel. Les perspectives adoptées sont celles du Projet: Modèles du Curriculum et d'un réseau actif. L'auteur souligne aussi la necessité d'arriver à une définition du processus de recherche et de developpement européen.  相似文献   

Life histories and the study of schooling   总被引：2，自引：0，他引：2  

Ivor Goodson 《Interchange》1980,11(4):62-76

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Computer Literacy as Ideology     

Ivor F. Goodson  J. Marshall Mangan 《British Journal of Sociology of Education》1996,17(1):65-79

Some of the most prominent policies in schools throughout the industrialized world today relate to the rapid introduction of computers. The most common rationale for introducing educational microcomputing is the concept of ‘computer literacy’. It is a concept, however, which is so poorly defined and delineated, and so unclear as to purpose and procedure, that it may best be investigated as a form of ideology. The justificatory arguments for computers in classrooms are primarily vocational or practical. They are based on assumptions that computers will be pervasive in the workplace of the future, or that they are soon going to be ‘everywhere’. The more purely pedagogical arguments are secondary: that learning about computers is a worthwhile experience in and of itself, and that computers can be useful productivity tools for other academic work. Drawing upon empirical evidence from an evaluation of computer use in two Canadian high schools, this paper shows how a critical treatment of computer literacy as ideology raises important issues about the computerization of education. It suggests that educators should question whether they have simply taken the ideology of computer literacy at face value, and whether this almost universal policy has received the critical attention it deserves.  相似文献   

Curriculum Contests: environmental studies versus geography     

Ivor F. Goodson 《Environmental Education Research》1996,2(1):71-88

Much of the literature promoting environmental education as ‘a just cause’ assumes a rational discussion of curriculum options. In fact, the promotion of new curriculum areas threatens existing subject territories. Historically environmental education has threatened the boundaries of geography. Thus, by studying these ‘border wars’ we learn more about the process of promoting new curriculum areas. This paper seeks to build on previous work which has scrutinised the social history of school subjects. A conviction underlying this work has been that as well as studying the interactive nature of curriculum practice, also examining the conflict over the definitions of curriculum which precede classroom events (with the insights thereby provided into the vested interests involved) will further our understanding of ‘what counts as education’.  相似文献   

Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play   总被引：5，自引：5，他引：5  

Sasha A. Barab  Troy D. Sadler  Conan Heiselt  Daniel Hickey  Steven Zuiker 《Journal of Science Education and Technology》2007,16(1):59-82

In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative, students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user virtual worlds can be effectively leveraged to support academic content learning.  相似文献   

An Evaluation of Foreign HR Consulting Company Effectiveness in China     

Will Hickey 《Performance Improvement Quarterly》2004,17(1):81-101

With vast amounts of foreign capital entering China yearly, there is a strong need to build its human capital to Western accepted levels. A plethora of external vendors offering training and consulting interventions to develop this labor force have quickly followed this investment. An evaluation of what these vendors are actually offering based on Donald Kirkpatrick's widely accepted “Four Levels of T&D Evaluation” is put forward. The findings are that while Chinese management does acknowledge the strong knowledge pool these companies can offer, they find that the high ethnocentric delivery of the skills content is an impediment to learning. They are also unhappy with the high costs, over usage of part‐time consultants, and a lingering perception of vendors using “outdated” training and consulting methods. The researcher proposes communication and delivery of a polycentric training mechanism, where stakeholders (local Chinese) directly contribute to what they are learning under a rubric of Chinese cultural and societal norms in order to incorporate more soft measures in the learning evaluation.  相似文献   

A Survey of Current and Future Perceived Multi‐National Corporation Manufacturing Training Needs in Tianjin,China (T.E.D.A.)     

Will Hickey 《Performance Improvement Quarterly》2001,14(2):86-107

The purpose of this study was to survey current and perceived future employer‐provided training practices among MNC [multi‐national corporations] manufacturing companies in the Tianjin Economic Development Area (T.E.D.A.) of China. The study bifurcated the data into two areas: all firms and only firms with a structured formal training program in place. A face‐to‐face interview was administered to HR personnel and trainers in the “top eighty” manufacturing MNCs in T.E.D.A. as designated by the T.E.D.A. administrative government in March 2000. A total of 56 interviews were obtained for a sampling margin of error of +/‐ 5. Data analysis revealed that overall the workforces in T.E.D.A employed 350 people or less, were largely youthful, and growing slowly. All employees had 11 to 15 years of formal education. A majority of firms conducted training needs assessments, gave skilled workers more training than unskilled, and earmarked 60% of the training budget for outsourcing. The quality perception of outsource training available in T.E.D.A. was mediocre. Management, technical skills, QC [quality control], and sales training accounted for 67% of the current training need. In three years, they were still perceived to be accounting for the same amounts, but among well‐correlated training departments, QC training was expected to decrease 2%, while in firms without a structured training program, sales training was expected to increase 2%. Trainers did not perceive employee turnover as a training problem. ROI [return on investment] perception on training was greater than 6%.  相似文献   

Restructuring teachers’ work‐lives and knowledge in England and Spain     

Jörg Müller  Caroline Norrie  Fernando Hernández  Ivor Goodson 《Compare》2010,40(3):265-277

This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition‐driven goals, the comparison of teachers’ work‐lives and professional knowledge evidences a variety of experiences under‐represented in discourses on global restructuring. Our argument highlights how in England political reforms have worked their way deep into the working lives of professionals, giving rise to a ‘managerial’ model of professionalism, whereas in Spain reforms are more loosely coupled with teachers’ work, favoring a ‘social service’‐oriented model. However, despite the different professional ideals, teachers uniformly stressed the challenges they face were predominantly due to broader social transformations for which policy reforms provided few if any remedies. Our study emphasizes the variety of educational reforms and teachers’ experiences in the European context and argues further educational change should be bound to the historical trajectory and the concrete needs of the professionals in question.  相似文献