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51.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
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Malcolm Maguire 《International Journal for Educational and Vocational Guidance》2004,4(2-3):179-192
This paper considers the importance of contextual factors which impinge on career guidance activities and their outcomes. It then seeks to identify and clarify definitional and measurement issues, and considers the types of outcomes which are considered desirable and can be identified. Following a discussion of the types of outcomes which are commonly addressed, and the criteria attached to those outcomes, it assesses the various methods of measuring outcomes which are, or might be, employed. It next reviews the existing evidence on the outcomes from career guidance. Finally, the implications of the discussion for both policy and future research agendas are addressed. 相似文献
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Malcolm Thorburn 《British Journal of Educational Studies》2018,66(3):307-319
This critical paper utilises selective education writings by John Dewey as the basis for considering how a strengths-based and personalised view of habit and embodiment could effectively thrive as part of an enhanced health and well-being focus in schools. The paper centres on Dewey’s belief that habits when allied to continuity and interaction could help children to integrate experiences in ways which enable them to constructively evaluate the contribution of health and well-being to their education. The paper concludes by reviewing how the connections between habit, embodiment and health and well-being could be pedagogically strengthened. 相似文献
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Malcolm Reed 《Changing English: An International Journal of English Teaching》2018,25(2):115-134
What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leont’ev with regard to understanding the process of children and young people’s development as socialised intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the potential for dynamic change in subjectivity, agency, cooperation and collaboration. After a detailed theoretical contextualisation which links primary sources and the cultural-historical tradition to learning and development through classroom activity, an incident in a lesson is discussed and situated in its wider narrative of practical experimentation, diagnosis and implementation. 相似文献
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The positioning of physical education in the school curriculum continues to reflect external discourses circulating in political and social milieu. As increasing austerity measures influence and restrict educational priorities, we consider that there is an urgent need for physical educationalists to articulate a rationale for an educational contribution which is worthy of investment and which avoids the pitfalls of conceptual ambiguity and/or reliance on narrowly drawn health evidence. We, therefore, write as teacher educators, working within a critical framework, who are concerned by the disconnection between competing visions of physical education, when examined from contemporary sociological and philosophical perspectives. With reference to the policy opportunities available in Scotland, we identify how cultivating salutogenic approaches, where a broad, but nevertheless coherent perspective on health and well-being is advanced could offer enhanced prospects for the centrality of physical education in education and schooling. However, apart from the contribution of Quennerstedt, quite how such approaches can be modelled in curriculum has received little critical attention. We see the potential in applying Tiberius's philosophical and social psychological ideas on developing reflective wisdom and of nurturing in education productive experiences which can help pupils deepen their understanding of the health and well-being decisions they make and of the lives they choose to live. After reviewing the contextual influences on policy, we have begun to consider in embryonic terms the methodological possibilities for teachers as insightful and active curriculum decision makers in years to come. We conclude by summarising the benefits of re-conceptualising experiences in physical education in order to help pupils' make informed decisions which are based on enhanced self-awareness and a perspective on the world that views physical education as an essentially optimistic and good endeavour which is worthy of sustained commitment. 相似文献