Beyond employer engagement and skills supply: building conditions for partnership working and skills co-production in the English context     

Ann Hodgson  David Smith  Julia Jeanes 《Journal of Education & Work》2019,32(1):36-51

Education providers and employers working together to prepare young people and adults for employment is internationally accepted as a key factor in effective technical and vocational education. In the English context, however, we argue that two related orthodoxies have prevailed – ‘employer engagement’ and ‘skills supply’ – in which education providers have striven to gain employer involvement in their programmes and meet their skills needs. The effectiveness of these twin orthodoxies has been limited by the ‘New Low Skills Equilibrium’ (NLSE) involving a symbiosis of weaknesses on both the education and employer sides. The article draws on findings of a two-year research and development programme in East London which explored the process of education-employer partnership working to support inclusive growth in key economic sectors. The research suggested that this aim was best supported by processes of ‘co-production’ that actively involved both partners in attempting to address features of the NLSE. The research also pointed to constraining factors. The article concludes by identifying the conditions required for the realisation of co-production approaches that include the development of new collaborative structures – High Progression and Skills Networks (HPSNs) – involving a wide range of social partners at the local and regional levels.  相似文献   

Scientific collaboratories in higher education: exploring learning style preferences and perceptions of technology     

Diane H. Sonnenwald  Bin Li 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):419-431

Scientific collaboratories hold the promise of providing students access to specialized scientific instruments, data and experts, enabling learning opportunities perhaps otherwise not available. However, evaluation of scientific collaboratories in higher education has lagged behind their development. We conducted a repeated‐measures study that provided data regarding social interaction learning styles and perceptions of a scientific collaboratory system from 40 university science students working face‐to‐face and remotely. Students with a strong competitive learning style preference or who worked with a student with a strong competitive learning style reported a slightly more positive perception of the relative advantage, compatibility and complexity of the collaboratory system. Students with a strong individualistic learning style preference or who worked with a student with a strong individualistic learning style reported a more negative perception of the observability of the system. No relationships were found between students’ cooperative learning style preference and their perceptions of the system after using it face‐to‐face or remotely.  相似文献   

The risk of subsequent maltreatment allegations in families with substance-exposed infants     

Smith BD  Test MF 《Child abuse & neglect》2002,26(1):97-114

OBJECTIVE: This study seeks to: (1) assess the relationship between identified prenatal substance use and the risk of subsequent maltreatment allegations among families involved with child protective services; and (2) compare the types of safety threats encountered by children whose parents had substance-exposed infant (SEI) allegations to the types of safety threats faced by children whose parents had other types of allegations. METHOD: Survey data from a probability sample of parents were linked to state administrative data over a 33-month time frame. Cox regression models were conducted to assess the relative risk of subsequent allegations associated with parents whose child welfare case opened following an SEI allegation (the SEI group) compared to parents whose case opened following other types of allegations. RESULTS: The likelihood of subsequent allegations is greater among parents in the SEI group. However, the increased risk stems almost entirely from subsequent SEI-related allegations. Parents in the SEI group are not more likely to incur other types of allegations such as physical abuse or lack of supervision. CONCLUSIONS: An increased risk of subsequent maltreatment has been used to justify opening child protective cases on the basis of an SEI allegation alone. By looking closely at the types of subsequent allegations as well as the incidence of subsequent allegations, this research helps to clarify the maltreatment risks associated with SEI cases.  相似文献   

Must Evolution Education that Aims at Belief Be Indoctrinating?     

Smith  Mike U.  Siegel  Harvey 《Science & Education》2019,28(9-10):1235-1247

Science & Education - Can a teacher aim for students to believe evolution without indoctrinating them? Recent discussions of indoctrination in evolution education suggest that such teaching...  相似文献   

Health‐related Fitness in Secondary School Physical Education: a descriptive‐analytic study     

Matthew D. Curtner‐Smith  Weiyun Chen  Iain G. Kerr 《Educational studies》1995,21(1):55-66

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Research Circles: Supporting the Scholarship of Junior Faculty     

Diane Gillespie  Nives Dolšak  Bruce Kochis  Ron Krabill  Kari Lerum  Anne Peterson  Elizabeth Thomas 《Innovative Higher Education》2005,30(3):149-162

This article describes and assesses “Research Circles” as a mechanism for enhancing faculty collegiality and research. Recently established on our campus, these circles, composed of three to four faculty members, have had a particularly powerful effect on the new faculty members' adjustment to their tenure track positions, especially since they entered a context that might otherwise have been challenging: a new interdisciplinary upper-division campus with high expectations for teaching excellence. Based on the end-of-year evaluations, journals, and focus groups, the co-authors described themes that emerged from their participation in these circles. Circle participation not only facilitated faculty writing throughout their first year, but it also fostered the development of an interdisciplinary community which nurtured creativity and risk taking in writing. All authors are currently teaching in Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell (UWB). Except for Diane Gillespie, Professor and Associate Director of IAS, all other authors are Assistant Professors in IAS. Diane Gillespie received her Ph.D. in cultural and psychological studies in education from The University of Nebraska, Lincoln. Her interests include critical pedagogy, narrative psychology, and cultural diversity. Nives Dolšak received a joint Ph.D. in public policy and political science from Indiana University. Her interests include public policy, environmental policy, and international relations. Bruce Kochis, received his Ph.D. in Slavic languages & literatures at the University of Michigan. He focuses on global human rights policy, discourse analysis, and political theory. Ron Krabill received his Ph.D. in sociology and historical studies from New School for Social Research. His interests include comparative media, politics and social movements with a special emphasis on South Africa, as well as the study of peace, conflict, social justice, and human rights. Kari Lerum received her Ph.D. in sociology from The University of Washington. Her interests include culture, organizations, sexuality, qualitative methods, and visual studies. Anne Peterson received her Ph.D. from Washington University. Her interests include urban politics and policy and the distribution of natural resources at the local level. Elizabeth Thomas received her Ph.D. in psychology from The University of Illinois at Urbana—Champaign. Her interests include community-based resources for adolescent development, cultural psychology, and the social context of learning.  相似文献   

The Critical Role of Vocabulary Development for English Language Learners   总被引：2，自引：0，他引：2  

Diane August  Maria Carlo  Cheryl Dressler  Catherine Snow 《Learning disabilities research & practice》2005,20(1):50-57

English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English‐only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second‐language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary.  相似文献   

Complementing the Australian primary school Health and Physical Education (HPE) curriculum: exploring children's HPE learning experiences within varying school ground equipment contexts     

Brendon Hyndman  Linda Mahony  Aue Te Ava  Sue Smith  Georgie Nutton 《Education 3-13》2017,45(5):613-628

This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.  相似文献   

Academics’ views on publishing refereed works: A content analysis     

Brian C. Hemmings  Peter Rushbrook  Erica Smith 《Higher Education》2007,54(2):307-332

Survey research was carried out with academics (N=205), from a large regional Australian university, to explore their views about publishing or not publishing in refereed sources and their perceived worth of this activity. Several open-ended questions were included in the survey to elicit information about the factors that either encourage or discourage these academics from publishing. Additionally, questions were posed to allow the respondents to discuss ways that the University could further support them in their endeavour to produce at least some or more scholarly publications. The responses to these questions were content analysed to discover key categories and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made on the responses of male and female academics. The implications of the results for higher educational practice are considered.  相似文献   

The role of principals in creating inclusive school environments: insights from community national schools in Ireland     

Daniel Faas  Aimee Smith  Merike Darmody 《School Leadership & Management》2018,38(4):457-473

This article seeks to provide an insight into the role of school principals dealing with newly multicultural and multi-faith student populations by drawing on a mixed-methods study on state-funded multi-denominational community national schools in Ireland. The study explores the extent to which school principals address the increasing social and cultural diversity in their schools by helping to establish inclusive and supportive school environments. The study identifies the main agents in shaping the school culture, and how the multi-denominational ethos is experienced by students. The article endeavours to provide academics and practitioners with a better understanding of the importance of leadership in shaping school climate that promotes a sense of belonging for all the students.  相似文献