Consultation: A team approach to keeping it alive     

Roger Christie  Clare Hetherington  Jenny Parkes 《Educational Psychology in Practice》2000,16(1):39-46

This article sets out to describe how we have kept the model of consultation alive, and what is still, for us, an evolving process and learning experience. We are not planning here to detail the initial development of the model, but to explore the processes and concepts that we continue to use to ensure a genuine team approach is adopted.  相似文献   

Gender and schooling in new times: The challenge of boys and literacy     

Pam Gilbert 《The Australian Educational Researcher》1998,25(1):15-36

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Globalisation and the curriculum: Proposals for the integration of education and training in South Africa   总被引：1，自引：0，他引：1  

Pam Christie 《International Journal of Educational Development》1996,16(4):407-416

In South Africa, the post-apartheid government has committed itself to an integrated approach to education and training. This article addresses South African policy debates, illustrating that global trends such as integration are shaped by significant local influences in the production of specific policy positions. The integration debate in South Africa reflects both equity and human resource development concerns, and is more fully developed in adult basic education and training than in formal post-compulsory education. The article analyses the proposals for integration as part of a complex policy agenda, arguing that the implementation of integration proposals will not be straightforward. This is due to the genesis of the integration debate in training rather than both education and training, its assumptions about economic development, and the contested nature of the policy process.  相似文献   

Lessons from Adult Education: Identifying and Exploring Emerging Ethical Issues in Technologically Enhanced Performance     

Christie Knittel Mabry  Tony O'Driscoll 《Performance Improvement Quarterly》2003,16(4):78-93

Technologically Enhanced Performance (TEP) is the application of technology to improve the performance of knowledge workers. TEP is both an intellectual and ideological complement to the field of Adult Education. As such, much can be learned about ethical issues associated with implementing TEP from the established research and literature base in Adult Education. The application of TEP in organizations brings to light at least six as‐yet‐unresolved ethical dilemmas that have been identified through empirical research of Adult Education/ Training and Development practitioners: Confidentiality, Ownership of Instructional Materials, Conflicts of Interest, Finance and Financial Issues, Evaluating Student Performance, and Professional Competence and Credentials (Gordon & Sork, 2001; McDonald & Wood, 1993). Essential to resolving these issues is a framework for effective ethical decision making. McDonald's model on ways to reconcile ethical dilemmas in practice proposes that individual characteristics, the organization's ethical environment, and the profession's views of ethics are key factors which can contribute to this framework for ethical decision making. As organizations wrestle with these ethical issues in TEP, they should consider how well they support ethical decision making.  相似文献