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Lifelong Earning: working-class women and lifelong learning 总被引：1，自引：0，他引：1
SUE JACKSON 《Gender and education》2003,15(4):365-376
This article argues that despite the rhetoric that surrounds lifelong learning, barriers to participation for working-class women are too often ignored or made invisible. Starting from a critique of current policies and practices of lifelong learning that are based in instrumentalism and individualism, the article addresses the diversities of working-class women's multiple identities and considers some of the (apparent) wider benefits of learning for working-class women. The article concludes that many working-class women are trapped in a cycle of lifelong earning that centres on low-paid, low-status jobs. What they learn is that, in a learning society that remains driven by market forces based in inequalities of gender, race and class, there is no political escape. 相似文献
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An accountability model for addressing contemporary issues in the development and operation of on-campus practicum laboratories is presented. A case illustration provides an example of the model's potential use. Implications for counselor education programs are discussed. 相似文献
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RICHARD BUXTON GWEN ROYLE PAT PERKS SUE O'HANLON JUAN D GODJNO DAVID GREEN 《Teaching Statistics》1993,15(1):26-28
Books Reviewed in this Article: Teaching Large Classes in Higher Education. Third World Guide 91/92. PM649 Supporting Primary Mathematics, The Open University. Exploring Statistics with Minitab. Ability, Partial information, Guessing: Statistical Modelling applied to Multiple-choice Tests. Mathematical Statistics. The Crest of the Peacock. 相似文献
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The role of schools in providing extended services to their communities continues to undergo change and development. This has raised issues regarding the training of student teachers who are increasingly likely to take up appointments in schools offering extended services. This research project investigated the development of resources to prepare student teachers for a changing working environment. The project used a case study approach to gather data from primary and secondary schools providing extended services. From these case studies training materials were developed and trialled with focus groups of students in initial teacher training. Findings demonstrate the importance for tutors in initial teacher education to have access to authentic school‐focused materials to assist them in equipping students for the realities of school life. 相似文献
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ROBIN JACKSON 《Journal of sports sciences》2013,31(6):503-509
I present a re-analysis of the data from Farrow and Abernethy's (2002) study of implicit perceptual training in tennis. I argue that there are several weaknesses and mistakes in the original analysis, which, when rectified, lead to a fundamentally different set of conclusions to those given in the original paper. Specifically, there are significant group differences in anticipatory performance before the intervention that make subsequent between-group comparisons at specific occlusion points problematic. Second, in contrast to what is reported in the original paper, the explicit learning intervention resulted in a significant improvement in performance. In addition, a comparison of the effects of the different interventions indicates that the placebo group demonstrated the largest mean improvement in anticipation for the four occlusion points up to racquet-ball impact. Third, the non-significant change in performance over a 32-day retention period indicates that any improvements in performance were retained, not lost, over this period of time. Following a re-analysis of the original data, I conclude that Farrow and Abernethy's study provides no evidence that an implicit perceptual training paradigm improves anticipatory performance more than either an explicit learning paradigm or, indeed, an intervention involving mere observation of tennis matches. 相似文献
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RICHARD A. WANTZ SUE ANN CORVIN JOSEPH W. HOLLIS 《Counselor Education & Supervision》1985,24(3):264-274
This study presents the results of a national survey of the counseling and guidance staff and its functions within state departments of education throughout the United States and four territories during the past decade. Counseling and guidance section directors in state departments of education in the U.S. received a letter describing the nature and purpose of the study and a request for cooperation by completing an enclosed questionnaire. Data collection resulted in an 83% return rate. The results of this study indicate specific trends and implications. These trends reflect economic changes and imply further diversification of services with fewer staff members. This article specifically addresses trends, implications, and the present impact on populations that counseling and guidance personnel serve. 相似文献
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SUE THOMAS 《Discourse: Studies in the Cultural Politics of Education》2003,24(1):19-33
This paper gives an account of competing public discourses on schooling. In particular, it investigates one newspaper's coverage of the release of an educational report. The paper combines interview data with a critical discourse analysis of newspaper texts to show how media reporting of Queensland schools constructed a preferred discourse on education that represented schools as being in crisis, 'in trouble'. The analysis describes how the paper shaped popular opinion on educational policy through the construction of public discourses of crisis in education. Further, the analysis shows how this discourse positioned particular groups as the authoritative voice on standards in Queensland schools. It shows how, at a time when teacher quality was under question, the media constructed a public discourse that diminished the authority of teachers to speak about education policy, granting that authority to the newspaper's editor, who assumed the people's voice on educational issues. This analysis of the construction of public discourses about education policy gives insights into the media's place in educational policy-making. In so doing, the paper adds to the small body of literature that investigates the relationships between the media and education. 相似文献