The Status of Literature: English teaching and the condition of literature teaching in schools     

Andrew Goodwyn 《English in Education》2012,46(3):212-227

Although the curriculum subject of English is continually reviewed and revised in all English speaking countries, the status of literature is rarely questioned: i.e. that it is of high cultural value and all students should be taught about it. The concerns of any review, in any country, are typically about what counts as literature, especially in terms of national heritage, and then how much of the curriculum it should occupy. This paper reports on three inter‐related pieces of research that examine the views of in‐service and pre‐service English teachers about their experiences of teaching literature and their perceptions of its ‘status’ and significance, both at official level and in the classroom; it draws attention to how England compares with some other English‐speaking countries and to the need to learn from the negative outcomes of political policy in England. The findings suggest that the nature of engagement with literature for teachers and their students has been distorted by official rhetorics and assessment regimes and that English teachers are deeply concerned to reverse this pattern.  相似文献   

Participation in learning and wellbeing among older adults     

Andrew Jenkins 《International Journal of Lifelong Education》2013,32(3):403-420

The objective of this research was to identify the effects of participation in learning on the subjective wellbeing of older adults. Data were from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally representative survey of those aged 50 and above. The survey contains several wellbeing measures and information on three types of learning: formal courses, music/arts/evening classes and gym/exercise classes. Multiple regression analyses were applied to the change in wellbeing outcomes between two survey waves. The key finding was that music, arts and evening classes were significantly associated with changes in each of the measures of subjective wellbeing. Formal courses and gym/exercise classes were not significantly associated with wellbeing, after controlling for other factors.  相似文献   

Change Is Coming     

Andrew Gillen 《Academic Questions》2013,26(4):500-504

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Exploring children's discourses of writing     

Andrew Lambirth 《English in Education》2016,50(3):215-232

This article reports on a study which was part of a two year writing project undertaken by a University in South East England with 17 primary schools. A survey sought the views of up to 565 children on the subject of writing. The analysis utilises Ivanič's ( 2004 ) discourses of writing framework as a heuristic and so provides a unique lens for a new understanding of children's ideological perspectives on writing and learning how to write. This study shows the development of learned or acquired skills and compliance discourses by the participating children within which accuracy and correctness overrides many other considerations for the use of the written word.  相似文献   

Human resource development for the global economy     

Geoff Anderson  Andrew Gonczi 《Studies in Continuing Education》2013,35(2):97-103

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Technology policy and global warming: Why new innovation models are needed     

Andrew Hargadon 《Research Policy》2010,39(8):1024-1026

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Review Essay Rural America in the 21st Century     

Andrew Gulliford 《Journal of American culture (Malden, Mass. : 2003)》1991,14(1):81-84

Saving America's Countryside: A Guide to Rural Conservation. Samuel N. Stokes, A. Elizabeth Watson, Genevieve P. Keller, J. Timothy Keller.  相似文献   

Teaching poetry legally     

Andrew Stibbs 《English in Education》1983,17(3):33-35

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Confirmatory factor analysis of the Test of Performance Strategies (TOPS) among adolescent athletes     

Lane AM  Harwood C  Terry PC  Karageorghis CI 《Journal of sports sciences》2004,22(9):803-812

The aim of the present study was to examine the factorial validity of the Test of Performance Strategies (TOPS; Thomas et al., 1999) among adolescent athletes using confirmatory factor analysis. The TOPS was designed to assess eight psychological strategies used in competition (i.e. activation, automaticity, emotional control, goal-setting, imagery, negative thinking, relaxation and self-talk,) and eight used in practice (the same strategies except negative thinking is replaced by attentional control). National-level athletes (n = 584) completed the 64-item TOPS during training camps. Fit indices provided partial support for the overall measurement model for the competition items (robust comparative fit index = 0.92, Tucker-Lewis index = 0.88, root mean square error of approximation = 0.05) but minimal support for the training items (robust comparative fit index = 0.86, Tucker-Lewis index = 0.81, root mean square error of approximation = 0.06). For the competition items, the automaticity, goal-setting, relaxation and self-talk scales showed good fit, whereas the activation, emotional control, imagery and negative thinking scales did not. For the practice items, the attentional control, emotional control, goal-setting, imagery and self-talk scales showed good fit, whereas the activation, automaticity and relaxation scales did not. Overall, it appears that the factorial validity of the TOPS for use with adolescents is questionable at present and further development is required.  相似文献   

Rave Reviews?     

Booth A 《Health information and libraries journal》2004,21(2):134-137

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