Training Native Americans to Deliver Mental Health Services to Their Own People     

KEITH RUNION  HIRAM GREGORY 《Counselor Education & Supervision》1984,23(3):225-233

Very little has been done to assist Native Americans in the procurement of mental health services. Cultural barriers and lack of understanding have limited the contact between Native Americans and the predominantly White mental health delivery system. The project described herein attempted to decrease and neutralize some of the impediments to Native Americans receiving services by training them to provide minimal mental health care for their own people and by training them to gain access to various state service agencies.  相似文献   

The ‘Unionization Effect’ among Adult Computer Learners     

PETER H. SAWCHUK 《British Journal of Sociology of Education》2003,24(5):637-648

Findings from qualitative and quantitative research in Canada are combined to explore the links between adult participation in progressive trade unionism and patterns of learning. Progressive trade unionism is defined partially by an organization's commitment to member education and the effective ‘buffering’ of supervisory discipline within the labour process. With a focus on computer learning specifically, the data suggest that involvement in such organizations and community formations encourages different subjective appreciation for learning and education, more effective informal learning practice, as well as greater access to material resources and greater involvement in formalized courses. Informal learning networks among manufacturing workers are described comparatively. Central to this effect is the formation of a proletarian public sphere articulated by culturally and materially stable forms of class-based community.  相似文献   

Disability and Counselor Education     

GREGORY A. LOFARO 《Counselor Education & Supervision》1982,21(4):200-207

Mainstreaming legislation is an impetus for social change in relation to treatment of individuals with disabilities. This change requires that counselor educators include content areas related to aspects of disability to prepare counselors to serve clients with disabilities. The author makes recommendations for curricular change for experiential and didactic training to increase a counselor trainee's sensitivity, skills, and knowledge regarding disability. Also, counselor educators are urged to team trainees from school and rehabilitation counseling training programs so that these professionals can work cooperatively for the benefit of the client with a disability.  相似文献   

Toward Effective Computer Use in High School Science Education: Where to from Here?     

GREGORY P. THOMAS 《Education and Information Technologies》2001,6(1):29-41

It is suggested widely that the use of computer technology holds great promise for school science education. Such a suggestion is congruent with broader beliefs that implementation of new technology is a key to improving education. However, little is known still about computer use in science classrooms and its effects on students' learning. This paper draws on major findings from recent research, integrates these with theoretical perspectives from associated education literature, and proposes guidelines for orienting computer use in high school science classrooms. It is proposed that (a) pedagogy should be strongly informed by appropriate theoretical orientations, (b) the importance of models in science should be acknowledged in pedagogy and in software development, (c) developing students' metacognition during instruction involving computers should be focussed upon, and (d) teachers' and students' beliefs and epistemologies should be recognised as key factors in educational change involving computer implementation and use.  相似文献   

Toward Improving Student Learning: Policy issues and design structures in course-level outcomes assessment     

JAMES O. CAREY  VICKI L. GREGORY 《Assessment & Evaluation in Higher Education》2003,28(3):215-227

Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process.  相似文献   

Editorial: ethical and legal issues—dilemmas and duties     

PETER MORGAN 《Health information and libraries journal》1995,12(2):71-77

Public libraries and blind people: what kind of relationship?     

PETER CRADDOCK 《Health information and libraries journal》1986,3(1):14-20

The Point of Primary Education     

PETER DAVSON-GALLE 《Educational Philosophy and Theory》1998,30(3):303-310

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The politics of ‘lifelong learning’ in post‐1997 Hong Kong     

PETER KENNEDY 《International Journal of Lifelong Education》2013,32(6):589-624

This article is concerned with the politics of lifelong learning policy in post‐1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as ‘lifelong learning’, is to be the cornerstone of the post‐Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents. However, to view recent HK education policy just in terms of an apparent convergence with global trends would be to neglect the ways in which the discourse of lifelong learning has been tactically deployed to serve local political agendas. In the second part of this paper, I outline what Scott has called HK’s ‘disarticulated’ political system following its retrocession to China and attempts by an executive‐led administration to demonstrate ‘performance legitimacy’—through major policy reforms—in the absence of (democratic) political legitimacy. Beijing’s designation of HK as a (depoliticized) ‘economic’ city within greater China must also be taken into account. It is against this political background that the strategic deployment of a ‘lifelong learning’ discourse needs to be seen. In the third section of this paper, I examine three recent policy episodes to illustrate how lifelong learning discourse has been adopted and has evolved to meet changing circumstances in HK. Finally, I look at the issue of public consultation. The politics of education policy in HK may be seen to mirror at a micro‐level, the current macro‐level contested interpretations of HK’s future polity.  相似文献   

Experiencing inclusion within a Northern Ireland secondary school: the perspectives of migrant students from four European countries     

UNA QUINN  PETER WAKEFIELD 《Support for Learning》2009,24(3):111-117

The article focuses upon a small‐scale research project undertaken in a Northern Ireland secondary school. Using a questionnaire, the article explores the views of a sample of young people from four European countries who are enrolled at the school, regarding the school's inclusive policy and associated practices. In recent years, Northern Ireland has experienced a significant increase in the number of migrant families that have settled in the province; this has presented schools with a challenge as to how their policies on inclusion are capable of embracing the needs of students with different cultural experiences and expectations. It is apparent that the school has made a considerable investment to provide a positive experience for these students. Likewise, it is evident that there are both financial and staff development implications associated with creating an inclusive school culture.  相似文献