Communicating in Education and Training     

Donald Grattan 《Educational Media International》2013,50(3):123-127

Abstract

This article maintains that the focus of learning and training at all levels is moving increasingly towards the individual ‐‐ how the individual learns and the influences of his or her environment on learning. It suggests that, among the increasing wealth of research into educational technology, the emphasis needs now to be placed on the learning process and the learning environment. But the learning processes and environments have to be seen as part of an educational scenario which is changing rapidly. Education at all levels, together with training at the adult level, and the resources devoted to these purposes will continue to be under direct challenge. To make learning more effective, the questions of contacts and connections by and with media must be examined and assessed. For effective communication the methods and the processes have to be matched to objectives. The article concludes that the rapidly changing technology of communications is helping to shift the balance from an emphasis on what has been largely a one‐way system of communication to one in which the individual learner is increasingly in control and in which the learning process itself, rather than the teaching system, has become the focus.  相似文献   

Resisting ghettoization and expanding the boundaries of diversity education: The possibilities of antioppressive pedagogy     

Donald Fraynd 《International journal of qualitative studies in education》2013,26(3):467-472

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Comment on: “Generation of Horsepower at Low and High Velocity By Sprinters and Distance Runners”     

Donald Watson 《Research quarterly for exercise and sport》2013,84(1)

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Origin and Function of Modern Tenets in Jewish Education     

Alexander S. Kohanski 《Journal of Jewish Education》2013,79(3-4):143-154

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Training and educating in continuing education     

S.R. Magee  D.J. Alexander 《International Journal of Lifelong Education》2013,32(3):173-185

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The Education Student as Tradesman     

Donald L. Avila 《College Teaching》2013,61(2)

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Learning Strategies Training     

Donald F. Dansereau  Larry W. Brooks  Charles D. Holley  Karen W. Collins 《Journal of Experimental Education》2013,81(3):102-108

A learning strategies program emphasizing primary (text-oriented), and support (affective) strategies was evaluated. Participants were given training in one of two sequences: primary-support or support-primary. A no-treatment group served as a control. In general, the results revealed that strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group typically scored higher than the support-primary group on the text-processing measures. Conversely, the support-primary group reported more positive responses on the self-report measures. Long-term follow-up results are also presented.  相似文献   

Bibliography     

Alexander M. Dushkin 《Journal of Jewish Education》2013,79(1-2):37-40

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Principals’ delegation and posts of responsibility in Dublin national schools     

Donald Herron 《Irish Educational Studies》2013,32(2):118-136

Abstract

Effective school administration is seen as important and is the task not only of the principal but also of promoted senior teachers in national schools today. Information on principals’ involvement in tasks that may be viewed as not exclusively theirs was gathered as part of a project on principals’ work behaviour in national schools. Some principals appeared to perform duties that could be delegated. One‐quarter of the national schools in the survey either had no delegated areas of responsibility or did not delegate duties to all promoted teachers. The emphasis in delegation is strongly towards organisational and support duties (and even chores) and to insignificant degrees in the areas of curricular responsibilities or leadership and co‐ordinating roles and duties. The level of professional development involved for promoted senior teachers is not considered adequate.  相似文献   

An examination of selected dimensions of national school principals’ concerns for school administrative issues     

Donald Herron 《Irish Educational Studies》2013,32(2):142-159

Summary

Determining the purposes and intentions of administrative behaviour has remained problematic despite intensive research on the work behaviour of administrators. The various research methods do however provide a wealth of data on activities, locations and with whom administrators interact. This data provides a means to determine the administrative attention to different issues. Research on National School principals’ work behaviour shows that principals devote over one‐third of their activities to administrative issues, another third to pupil‐related issues and under one‐fifth to curricular and instructional issues. Fewer than one‐in‐five of the latter were with teachers. Meetings were the common means for attending to each of the three main issue areas. A major proportion of the remaining attention to pupil‐related issues was through supervision and to curricular and instructional issues through teaching. While the majority of principals’ attention was self‐initiated, a significant proportion was scheduled especially for supervision and teaching. Principals need to examine their patterns of administrative attention to see if it accords with their stated goals and values. The need for the provision of certain administrative skills would seem necessary if the patterns emerging from this research are not what principals’ perceive as their pattern of attention.  相似文献