LEISURE AND THE RETIRED PROFESSOR: OCCUPATION MATTERS     

Lorraine T. Dorfman  Douglas C. Kolarik 《Educational gerontology》2013,39(5):343-361

ABSTRACT

Little attention has been given to the leisure activities of retired professors, whose activity patterns in retirement may be different from those of other occupational groups because of their lifetime commitment to work. This interview study uses both quantitative and qualitative data to investigate: (a) the leisure and professional activities of retired professors; (b) the anticipated leisure activities of older employed professors; and (c) the relationship between sociodemographic factors and leisure activities of professors in retirement. Respondents were 54 retired (response rate 83%) and 17 employed (response rate 94%) professors aged 70–74 from a major research university. Content analysis of the tape-recorded open-ended questions indicated that volunteer activity, travel, exercise or sports, and work around the house or garden were the most commonly described leisure activities of retirees. A large majority of retirees (70%) also continued professional activities. Travel and exercise or sports were the most frequently planned activity for employed respondents. Correlational analysis revealed little relationship between sociodemographic factors and leisure activities in retirement. Implications for retirement education and leisure programming are discussed.  相似文献   

Learning to teach history writing: discovering what works 1     

Richard Harris  Lorraine Foreman-Peck 《Educational Action Research》2013,21(1):97-109

Statistics indicated under achievement by 18-year-old Advanced (A) level History students in a mixed comprehensive school, by comparison with their results in the General Certificate of Secondary Education (GCSE) at 16. Further investigation highlighted a weakness in essay writing. A teaching strategy was developed to improve essay writing by (a) clarifying the purpose of essay writing; (b) enhancing essay structuring; (c) ensuring students obtained a firm understanding of the topics studied; and (d) providing students with appropriate study skills to enable them to work effectively. An action plan, which drew heavily on the ideas of phenomenography (Hounsell, 1984, 1987), was devised to tackle these areas. The results of students who were taught in this way and who took their examinations in 1998 showed a dramatic improvement over the three previous years.  相似文献   

What is distinctive about museum pedagogy and how can museums best support learning in schools? An action research inquiry into the practice of three regional museums     

Lorraine Foreman-Peck  Kate Travers 《Educational Action Research》2013,21(1):28-41

It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators’ work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as ‘good practice’. In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were ‘bespoke’. Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: ‘How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment’? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving.  相似文献   

Approaches to learning in professional supervision: supervisee perceptions of processes and outcome     

Alf Lizzio  Lorraine Stokes  Keithia Wilson 《Studies in Continuing Education》2013,35(3):239-256

This study investigated supervisees’ perceptions of the learning processes and outcomes of professional supervision. Two hundred and sixty-four psychology graduates involved in the process of professional supervision for registration responded to a mail survey regarding their supervisor's approach to supervision, their own approach to supervision and their perceptions of the overall effectiveness of the process. Findings suggest that professional supervision can be readily conceptualised as a learning relationship. Supervisees’ approaches to supervision comprised the three dimensions of surface-disorganised, evaluation anxiety, and endorsement of supervisor capability. Supervisors’ approaches to supervision were understood by supervisees in terms of facilitative and didactic approaches to learning. A facilitative approach to supervision was associated with enhanced evaluations of supervisor capability and a reduction in supervisee confusion and anxiety. A facilitative, but not a didactic, supervisory approach positively influenced supervisees’ perceptions of the effectiveness of supervision.  相似文献   

Professional development for teachers: a world of change   总被引：1，自引：1，他引：0  

Vivienne Collinson  Ekaterina Kozina  Yu‐Hao Kate Lin  Lorraine Ling  Ian Matheson  Liz Newcombe 《欧洲师范教育杂志》2009,32(1):3-19

As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re‐thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA.

However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty‐first century depends on education policies being supported by expanded teacher participation in education policy‐making, more coherent governmental policies across agencies, and collaborative, differentiated models for career‐long continuing professional development.  相似文献   

The aesthetics of evolution     

Erika Lorraine Milam 《Metascience》2018,27(3):389-394

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Special Educational Needs has outlived its usefulness: a debate     

Dr Tom Williams  Brian Lamb  Brahm Norwich  Lorraine Peterson 《Journal of Research in Special Educational Needs》2009,9(3):199-217

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Creative economies,creative cities Asian-European perspectives: the GeoJournal Library Series Vol. 98     

Lorraine Lim 《Cultural Trends》2012,21(2):181-182

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Supporting a networked community of learners     

Lorraine Sherry Ph.D. student at the University of Colorado 《TechTrends》1996,41(5):28-32

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In pursuit of the practice of radical equality: Rancière inspired pedagogical inquiries in elementary school science education     

Lorraine Otoide 《Cultural Studies of Science Education》2017,12(2):299-319

This article outlines a study of praxis. Inspired by my reading of Jacques Rancière’s (The ignorant schoolmaster: Five lessons in intellectual emancipation, trans. K. Ross, Stanford University Press, Stanford, 1991) influential text, The Ignorant School Master, I explore the practical applications of his work for teaching and outline a pedagogical response that sought to effect educational change through a philosophically driven teacher inquiry.  相似文献