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TOM STEHLIK 《International Journal of Lifelong Education》2013,32(4):367-379
The paper discusses the developmental aspects of lifelong learning and the notion of adult learning as a contextualized construct, as a framework for analysis of the relationship between individual and community development. This relationship is then analysed from the perspective of parents and their learning processes in the specific context of a Steiner or Waldorf School community, following a review of theories of adult learning grounded in Anthroposophy, the philosophy which underpins Steiner Education. Finally, the notion that parenting is a vocation and can provide a meaningful context and framework for lifelong learning is introduced and discussed in the light of this literature and based on a case study analysis of a Waldorf School in Australia. 相似文献
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DARCY HAAG GRANELLO PATRICIA M. BEAMISH TOM E. DAVIS 《Counselor Education & Supervision》1997,36(4):305-317
This study used a content analysis of audiotapes of clinical supervisory sessions to examine the effect of supervisee gender on the influence strategies used in the counseling clinical supervisory dyad. 相似文献
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TOM HENNES 《Curator: The Museum Journal》2002,45(2):109-121
The purposes of museums and those of their visitors often have little in common—despite the growing body of knowledge about museum learning and visitors' motivations. Based on concepts of experiential learning envisioned a century ago by the American educator and philosopher John Dewey, this paper explores bringing those purposes into closer alignment. A re‐evaluation of several factors—including criteria of experience, content organization, and the nature of inquiry—could lead to exhibitions more closely aligned with visitors' processes of self‐motivated activity and museums' goals for informal learning. One way is to shape exhibits and activity around problematical situations developed out of the exhibit experience itself and shaped by visitors' own purposes. By shifting focus from knowledge taxonomies to problem‐solving situations, museums could increase their exhibitions' potential for providing engaging educational experiences to visitors. 相似文献
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TOM L. BEAUCHAMP 《Philosophical Books》1982,23(3):140-146
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An experiment was conducted to examine the impact of background soap operas on homework performance and time. Students in grade eight (aged 14) ( n =192) did paper-and-pencil and memorisation assignments with two types of soap opera episodes in the background, or the soundtrack of soap operas, or no medium. In each condition, half of the students were observed. Results indicated that students in the television conditions performed worse and used more time than students in the control condition. No significant differences were found between the audio-only and control conditions. Observational data showed that the extension of time in the television conditions was completely due to the fact that students used time to look at the screen. Although the television did not reduce time spent looking at the task, performance did decrease, probably because the alternation of resources between homework and television led to less thorough processing of the assignments. 相似文献
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FERNANDO DOMÉNECH BETORET ADELA DESCALS TOMÁS 《Assessment & Evaluation in Higher Education》2003,28(2):165-178
This paper presents a proposal for the evaluation of the university teaching/ learning process, using indicators which are appropriate for activities developed in this process and aimed at its improvement and optimization. This analysis is carried out using the Instructional Model of the Educational Situation (MISE) developed by Rivas (1993, 1997). The data obtained from the application of questionnaires (MISE-teacher and MISE-student) in a specific instructional university process enables a contrast to be made between teacher and students' perception of the process being followed, as well as to capture the various students' perceptions and motivations throughout the course. The teacher can also obtain information on the strong and weak points of the process being developed and therefore propose improvements for future teaching/learning processes. In this way, the MISE becomes a useful tool for the formative evaluation of university teachers. 相似文献
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