Delivering NEET policy packages? A decade of NEET policy in England     

Jo Hutchinson  Vanessa Beck  Tristram Hooley 《Journal of Education & Work》2016,29(6):707-727

This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET.  相似文献   

The hidden values argument for values education in the schools     

Clive Beck 《Interchange》1978,10(1):19-23

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Integrating reading and science education: On developing and evaluating WEE Science     

Thomas H. Anderson  Charles K. West  Diana P. Beck  Elizabeth S. Macdonell  Diana S. Frisbie 《课程研究杂志》2013,45(6):711-734

Two studies of a new science programme called WEE Science were conducted in two fifth-grade classrooms. The studies lasted for seven days in one of the classrooms and nine days in the other. At the beginning of the programme the students chose a science trade book from among the many that were selected and brought to the classroom. The students then formed groups based on the topics of the books and asked questions (Wondering) about the content. After choosing one of the 'wonderments' to pursue further, the students formed and implemented a plan for investigating (Exploring). In each classroom, each student explored, working in cooperating groups of two or more. The students then explained (Explaining) to a group of their peers what they had wondered and what and how they had explored. The students' wonderments, activities, plans, and explanations were recorded in a science notebook that had been designed for that purpose. In addition, the classrooms were videotaped while WEE Science was in progress. While the studies were successful in that most students eagerly participated in all phases of the project, some problems were encountered which created another round of wondering for the researchers. Some of these were: evaluating students' work, responding to science misconceptions of students, teaching some students to record observations in their notebooks, deciding where WEE Science would fit best in the curriculum, and anticipating its reception in the science education community.  相似文献   

The vocabulary of first readers     

Mae Miller Beck 《Peabody Journal of Education》2013,88(4):224-227

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A study of sustainable assessment theory in higher education tutorials     

Robert J. Beck  William F. Skinner 《Assessment & Evaluation in Higher Education》2013,38(3):326-348

A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions.  相似文献   

Editorial The Curriculum of the Future     

Morag Styles  John Beck 《Cambridge Journal of Education》2000,30(1):5-15

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An Exploratory Study of Teachers' Beliefs Regarding the Implementation of Constructivism in Their Classrooms   总被引：1，自引：0，他引：1  

Beck  Judy  Czerniak  Charlene M.  Lumpe  Andrew T. 《Journal of Science Teacher Education》2000,11(4):323-343

Journal of Science Teacher Education -  相似文献   

The Otis and Otisennon Tests: Their Contributions     

Michael D. Beck 《Educational Measurement》1986,5(3):12-18

After tracing the development of the Otis test series from 1918 to the present, the author argues that there will be a continuing demand for group-administered general mental ability tests in education. Nevertheless, he foresees a need for better ways of relating ability test scores with skills and achievements to make them more educationally useful.  相似文献   

Emergent Team Roles in Organizational Meetings: Identifying Communication Patterns via Cluster Analysis     

Nale Lehmann-Willenbrock  Stephenson J. Beck  Simone Kauffeld 《Communication Studies》2016,67(1):37-57

Previous team role taxonomies have largely relied on self-report data, have focused on functional roles and have described individual predispositions or personality traits. Instead, this study takes a communicative approach and proposes that team roles are produced, shaped and sustained in communicative behaviors. To identify team roles communicatively, 59 regular organizational meetings were videotaped and analyzed. Cluster analysis revealed five emergent roles: the solution seeker, the problem analyst, the procedural facilitator, the complainer, and the indifferent. In terms of meeting outcomes, solution seekers were beneficial to idea longevity, whereas complainers were harmful for meeting satisfaction and idea longevity. Future research directions and managerial implications are highlighted.  相似文献   

The Influence of Instructor-Student Rapport on Instructors’ Professional and Organizational Outcomes     

Brandi N. Frisby  Anna-Carrie Beck  Audrey Smith Bachman  Cynthia Byars  Cynthia Lamberth  Jason Thompson 《Communication Research Reports》2016,33(2):103-110

Students and teachers have relational goals and needs, yet little research has examined the relational goals of instructors and how achieving those goals may affect instructor outcomes. This study examined instructors’ perspectives on instructor-student rapport. Results revealed that instructors who build rapport with students are likely to experience teaching satisfaction, affective commitment to the institution, and enhanced teaching efficacy. However, instructor-student rapport was not related to instructor morale. The findings in this study highlight the importance of positive instructor-student relationships in the classroom and the implications for both instructors and administrators.  相似文献