Degree apprenticeships,the ‘joy of learning’ excellence framework,and the common good     

Joy Carter 《Journal of Further & Higher Education》2019,43(1):127-137

Degree Apprenticeships are fairly recent in the landscape of UK Higher Education. As is often the case with initiatives that try to build bridges between the world of work and the world of university education, there is suspicion that in such relationships higher education becomes servant to the needs of business and industry. Alternatively, Degree Apprenticeships perhaps offer a way for Higher Education to add value to the students’ working life. In our paper we try to argue for ways in which the value of the University-side of the provision within Degree Apprenticeships might reflect something of the value of the common good, and of the value of the joy of learning. Leaning on the venerable history of the triangle in the Western philosophical canon, and in Plato in particular, we demonstrate ways in which Degree Apprenticeships and Plato’s famous example of education as the journey to and from the cave can be brought together. In passing, we are claiming that Higher Education in all its forms would do well not to lose sight of its responsibilities to education as a servant of the common good, and above all, to the joy of learning.  相似文献   

Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study     

Susan Chambers Cantrell  Janice F. Almasi  Margaret Rintamaa  Janis C. Carter 《The Journal of educational research》2016,109(1):7-26

In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention.  相似文献   

Teacher candidate narratives about extreme social events: Implications for teacher education     

Tetyana Koshmanova  Nadia P. Hapon  Candice C. Carter 《Teaching and Teacher Education》2007

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Globalisation and science education: Rethinking science education reforms     

Lyn Carter 《科学教学研究杂志》2005,42(5):561-580

Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.  相似文献   

The Power and the Story     

Jennie Carter 《Literacy》1999,33(2):87-90

Role-play can be empowering, engaging and motivating. Very young children naturally incorporate the texts they have seen and heard into their role-play in quite sophisticated ways. This article seeks to explore the collaborative and creative nature of role-play and to connect this living through imagined experience to early reading encounters.  相似文献   

Promoting Interaction with Children using Augmentative Communication through a Peer‐directed Intervention     

Mark Carter  Katrina Maxwell 《International Journal of Disability, Development & Education》1998,45(1):75-96

One factor that is critical to the successful integration of children using augmentative and alternative communication (AAC) systems is establishing interaction with peers. AAC systems have the potential to increase the opportunities for interaction, but successful social interaction is dependent on a range of factors including the communicative knowledge, skills, and attitudes of partners. The present study attempted to increase the quantity of social interaction in classroom settings between children (aged 5 to 9 years) using AAC systems and their peers. A multifaceted intervention was directed at communicative partners, and most particularly, peers. The study was 15 weeks in duration and utilised a multiple baseline across subjects design. The study demonstrated the effectiveness of an intervention to increase social interaction.  相似文献   

Comparing Associations Between Puberty,Ethnic–Racial Identity,Self-Concept,and Depressive Symptoms Among African American and Caribbean Black Boys     

Rona Carter  Eleanor K. Seaton  Janelle L. Blazek 《Child development》2020,91(6):2019-2041

Research on pubertal development among Black boys is limited. Addressing this gap, we examined associations between three pubertal domains (e.g., voice change, hair growth, and perceived relative timing), depressive symptoms, self-esteem, and self-efficacy, among a nationally representative sample of 395 African American and 164 Caribbean Black boys (M_age = 15 years). Moderation by ethnic–racial identity (e.g., racial centrality, racial regard) was also explored. Results indicated that for both ethnic subgroups early voice change increased self-esteem; whereas early voice change increased depressive symptoms among boys who felt society views Blacks more negatively. Buffering effects of ethnic–racial identity also varied significantly between the two groups. Findings suggest that the meaning Black boys ascribe to their ethnic–racial group may explain puberty-linked outcomes.  相似文献   

Examining science tools as mediators of students' learning about circuits     

Glenda Carter  Susan L. Westbrook  Cheryl D. Thompkins 《科学教学研究杂志》1999,36(1):89-105

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The important role of community colleges in undergraduate biology education     

Fletcher LA  Carter VC 《CBE life sciences education》2010,9(4):382-383

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The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency     

James Minogue  Lauren Madden  John Bedward  Eric Wiebe  Mike Carter 《Journal of Science Teacher Education》2010,21(5):559-587

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