The legitimation of innovation: An English path to “open education”     

James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(4):447-464

This paper gives a brief overview of the main stream of development in English primary education in the last ten to fifteen years and links this to broader educational developments which have facilitated the reforms and particularly the establishment of teachers centres. The problem of legitimating the innovations which have taken place, epitomized in the establishment of the middle school, is described; an account is given of the way in which this problem has been tentatively resolved, and the relationship to the broader problem of legitimation in modern society is indicated. The ideological difficulties which more open curricula, pedagogie and buildings, and such strategies as integrated studies, integrated day, family grouping, and open-plan designed schools bring with them are also referred to and an attempt is made to highlight the area of participation as one where improvement is desirable if developments are to be adequately explained and justified. The article concludes with a reference to the relationship between open education and a continuing commitment to the value of openness in English society.

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Zusammenfassung Dieses Papier gibt eine kurze Übersicht über die Hauptentwicklungsrichtunger der Primarerziehung in England in den letzten fünfzehn Jahren und stellt eine Beziehung her zu den weiterreichenden Entwicklungen, die die Reform und insbesondere die Einrichtung von Lehrerzentren erleichtert haben. Es wird das Problem der Begründung von Innovationen, die stattgefunden haben, diskutiert, in der Hauptsache am Beispiel der Einrichtung der Mittelschule. Es wird ausserdem eine Aufstellung der Wege gegeben, in der dieses Problem versuchsweise gelöst wurde, und es wird die Beziehung zu weiterreichenden Legitimationsproblemen der modernen Gesellschaft aufgezeigt. Es wird auch Bezug genommen auf die ideologischen Probleme, die offene Curricula, Pädagogik und Schulbauten mitsichbringen, ebenso auf Strategien wie integrierte Studien, fachübergreifenden Unterricht, Gruppenbildung und Schulen mit selbst entwickelten Curricula. Es wird der Versuch unternommen, das Gebiet der Mitbestimmung zu beleuchten, wo Verbesserungen wünschenswert sind, wenn die zu ihnen führenden Entwicklungen ausreichend erklärt und begründet werden können. Der Artikel schliesst mit einem Hinweis auf die Beziehung zwischen offener Erziehung und einer fortbestehenden Verpflichtung zum Wert der Offenheit in der englischen Gesellschaft.

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Résumé Cet article nous donne un aperçu succinct du principal courant de développement qui s'est produit dans l'éducation primaire en Angleterre, au cours des dix ou quinze dernières années. Il lie ce développement aux développements plus vastes qui ont facilité les réformes et surtout la création de centres pour enseignants. Y est décrit le problème de la justification des innovations qui se sont produites et que l'on peut résumer par la fondation de l'école moyenne. On donne aussi un aperçu sur la façon dont ce problème a été provisoirement solutionné et on indique le lien avec le problème plus vaste de la justification dans la société moderne. Sont également mentionnées les difficultés idéologiques qu'entrainent des curricula, des pédagogies et des bâtiments plus vastes, et les stratégies comme les études intégrées, le jour intégré, le groupement en famille et les écoles conçues sans murs, ni parois, et l'on s'efforce de mettre en évidence l'étendue de la participation comme étant celle où l'amélioration est souhaitable, si l'on veut expliquer et justifier les développements de manière appropriée. L'article se termine en mentionnant la relation entre éducation ouverte et un engagement permanent à l'importance de la franchise dans la société anglaise.

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浅谈数字电液控制系统在丰城电厂的应用     

梅德奇  甘飞 《江西电力职业技术学院学报》2005,18(3):36-37

介绍数字电液控制系统在丰城电厂的应用,以及控制系统的结构、系统主要功能及应用中出现的问题。  相似文献   

Learning leadership: becoming an outdoor leader     

Elisabeth Enoksen  Pip Lynch 《Journal of Adventure Education & Outdoor Learning》2018,18(2):176-188

Recent leadership research has demonstrated a need for better understanding the process of becominga leader because it might be qualitatively different to being a leader. If so, there is likely to be a need for pedagogies designed deliberately to support first-time outdoor leadership experiences and any such pedagogies must be informed by the needs of first-time leaders. Becoming a leader in outdoor educational settings involves moving from the relative equality of being one participant among several in a group to a position of some influence in the group. This paper draws on empirical data from in-depth semi-structured interviews with adult outdoor education (friluftsliv) students in Norway to explore factors influencing initial leadership experiences in a formal educational setting. We found that becoming an outdoor leader involves transformations that can be complicated by the educational setting. We discuss implications for pedagogical approaches to outdoor leadership development in formal education settings.  相似文献   

Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening     

Panayiota?KendeouEmail author  Julie?S.?Lynch  Paul?van den?Broek  Chris?A.?Espin  Mary?Jane?White  Kathleen?E.?Kremer 《Early Childhood Education Journal》2005,33(2):91-98

Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension assessment and interventions.  相似文献   

Introduction     

John M. Lynch 《Science & Education》2012,21(7):935-936

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A sociological analysis of the functions of second level schooling     

Kathleen Lynch 《Irish Educational Studies》2013,32(1):32-58

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Scottish Schoolgirls     

John Lynch 《Changing English: An International Journal of English Teaching》1999,6(2):145-153

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Lecture: Impact of Digital Scholarship on Research Libraries     

Clifford Lynch  Don E. Carleton 《图书馆管理杂志》2013,53(6-7):456-473

ABSTRACT

The future of research libraries will be shaped by broader developments at research universities in the areas of creating, sharing, disseminating, and curating knowledge. Universities face fundamental policy choices in all of these areas that have been recast by developments in information technology. This article discusses trends in digital scholarship practices across the humanities, science, and social science disciplines and examines implications for academic institutions and their research libraries as a means of framing these policy choices.

This article originally published in Journal of Library Administration, Vol. 49, Issue 3, pages 227–244, 2009. doi:http://dx.doi.org/10.1080/01930820902785041.  相似文献   

The Trouble with Honor Societies     

James Lynch 《Clearing house (Menasha, Wis.)》2013,86(6):339-341

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In practice—Widening the academic conversation to include support staff: Wabash College extends a common classroom experience to its entire campus community     

Philip W. Eubanks  Richard A. Lynch 《About Campus》2005,10(3):25-27

If you have been to college, your life has been touched by a support staff member. Recognizing the influence these individuals can have,Wabash College opened its sophomore core course to these “partner teachers.”  相似文献