Educating for a high skills society? The landscape of federal employment,training and lifelong learning policy in Canada     

Tara Gibb  Judith Walker 《教育政策杂志》2013,28(3):381-398

Government reports and documents claim that building a knowledge economy and innovative society are key goals in Canada. In this paper, we draw on critical policy analysis to examine 10 Canadian federal government training and employment policies in relation to the government's espoused priorities of innovation and developing a high skills society and economy. Our findings highlight three areas of contradiction: a tension between high skills and low skills policy, a contradictory focus on the socially and economically excluded and included, and the paradox of both an active and passive federal government. Drawing on state theories such as inclusive liberalism and the social investment state, we argue that while a ‘highly skilled knowledge economy’ may form part of the overall skills discourse, these contradictions raise doubts that it is to become a reality in Canada in the near future.  相似文献   

OLDER ADULTS EARNING UNIVERSITY CREDITS: A DESCRIPTION     

Judith O. Hooper 《Educational gerontology》2013,39(4):385-394

Of only 72 persons aged 62 and older who are enrolled for credit on campuses of the University of Wisconsin system, 48 responded to a questionnaire designed to assess demographic characteristics, attitudes toward lifelong education, and class format and group make‐up preferences. Respondents were more likely to be employed (60.4%), home owning (79.2%), and younger (M = 67.1, SD = 8.19; than both auditing and nonparticipant elders previously described (Hooper & March, 1978). Female credit earners reported preferring seminar format, while male credit earners preferred lecture format; these preferences are opposite to those expressed by auditing respondents in the earlier study. Only 16.3% of the credit earners had fewer than 12 years of education, and only 4.8% had no previous experience of the university through their own participation or that of members of their families. Implications of the findings for teachers of older students are discussed.  相似文献   

Beyond the Book: Using Web 2.0 Tools to Develop 21st Century Literacies     

Judith J. Smith  Ellen Dobson 《学校用计算机》2013,30(4):316-327

New information and communications technologies (ICT) are redefining teacher education. A university faculty member and an instructional technology consultant incorporated information and communications technologies within a graduate university methods course. The following research questions explored student perceptions of using Web 2.0 tools as a language arts teaching tool: (a) Do pre-service teachers feel adequately prepared to implement 21st century skills using Web 2.0 tools? and (b) What are the barriers that exist for teachers in using Web 2.0 tools in promoting literacy? Findings suggest educators must continue research of Web 2.0 tools to design new learning opportunities for the future.  相似文献   

Grief and Loss Education: Recommendations for Curricular Inclusion     

Elizabeth A. Doughty Horn  Judith A. Crews  Laura K. Harrawood 《Counselor Education & Supervision》2013,52(1):70-80

Currently, the Council for Accreditation of Counseling and Related Educational Programs (2009) does not require course work on grief and loss, and it is possible for counselors to practice without any formal training in the area. The purpose of this article is to highlight the need for additional grief and loss education in the curriculum, provide a brief overview of the current literature surrounding grief and loss, and suggest pedagogical strategies for counselor preparation.  相似文献   

Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning     

Warren DiBiase  Judith R. McDonald 《Clearing house (Menasha, Wis.)》2013,86(2):29-38

The purpose of this study was to determine teachers’ attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints, impeding the use of inquiry. These are the issues that must be effectively dealt with in the professional education and professional development of all science teachers.  相似文献   

Self-Evaluation: Creating a Classroom without Unhealthy Competitiveness     

Judith McVarish  Dr. Sharon Solloway 《The Educational forum》2013,77(3):253-260

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Allowing the Voices of Parents to Help Shape Teaching and Learning     

Dr. Karen Nicholson  Judith F. Evans  Dora Tellier-Robinson  Leticia Aviles 《The Educational forum》2013,77(2):176-185

The authors observe that the nature of knowledge is multidimensional, and that current efforts to shape curriculum are guided by patterns of cognitive interests. Building from an example related to teacher education, they argue that higher education experiences represent a clash between freedom and conformance that relates to these curricular interpretations. They discuss the impact of these ideas on teacher education curricula and posit a curriculum model that emphasizes depth and connectedness at all levels, calling for a reconceptualization of curriculum to bring about a more fulfilling learning process.  相似文献   

Rural–Nonrural Differences in College Attendance Patterns     

Soo-Yong Byun  Matthew J. Irvin  Judith L. Meece 《Peabody Journal of Education》2013,88(2):263-279

Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural–nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural–nonrural disparities in college attendance patterns were explained by rural–nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed.  相似文献   

Comparing the curriculum development process in special (MLD) schools: a systematic qualitative approach     

Patrick Redmond  Peter Evans  Judith Ireson  Klaus Wedell 《欧洲特需教育杂志》2013,28(3):147-160

ABSTRACT

The present paper describes a comparative study of ten special schools for pupils with moderate learning difficulties in England and Wales. Qualitative analysis of interview data and curriculum documentation collected from the schools provide a model of the curriculum process which is firmly grounded in the data. Comparisons across the categories of the model indicate strong differences between the schools in certain categories, e.g. use of objectives, specification of curriculum intention, monitoring of pupil progress and curriculum evaluation.  相似文献   

The inclusion and construction of the worthy citizen through lifelong learning: a focus on the OECD     

Judith Walker 《教育政策杂志》2013,28(3):335-351

This paper argues that underlying the OECD’s promotion of inclusion in, for and through lifelong learning is the notion of an ‘active citizen’ who establishes their worth through learning and, ultimately, competence. Through the critical examination of recent OECD policy documents on adult and lifelong learning, the paper also calls for a re‐examination of the purported goals of inclusion and participation, essential elements of ‘inclusive liberalism’.  相似文献