Guidance and counselling in New Zealand: Weathering a decade of transformation     

Gary L. Hermansson  Susan B. Webb 《International journal for the advancement of counseling》1993,16(3):213-227

This paper considers guidance and counselling needs and services in a country where dramatic changes in economic and social conditions have occurred over the past decade. The welfare state foundations of the nation are described followed by an outline of a move to a free market economy. Increased needs for guidance and counselling services and modified responses are outlined with the main features being a distinct shift from public to private sector provisions. Related domains of training and professional associations are addressed along with current issues facing the profession. The overall picture is of a more diversified climate of needs with a reduced but intensified coverage of services. The immediate future for the guidance and counselling field in New Zealand seems unpredictable. There is certainly a healthy and maturing level of professionalism evident, but also a need for greater sophistication in influencing social policy towards restoring greater social equity.Gary Hermansson is an Associate Professor and Susan Webb a Senior Lecturer in the Education Department at Massey University in New Zealand. Both are counsellor educators of longstanding.  相似文献   

Pedagogical Reasoning: Issues and Solutions for the Teaching and Learning of ICT in Secondary Schools     

Mary E. Webb 《Education and Information Technologies》2002,7(3):237-255

Confusion has developed over the role of ICT in schools as a result of conflicting messages from government-led initiatives and changes in the technology. Amidst the ongoing debate about the purpose and rational for ICT in schools a subject has evolved called ICT (Information and Communications Technology), IT or Informatics. Whilst the nature and content of the subject has been fairly clearly defined with significant agreement between specifications from a range of countries, the pedagogy is still unclear. The analysis that I present here of the pedagogical reasoning process as it applies to ICT teachers who are implementing the ICT curriculum in England reveals the basis of the difficulties in teaching ICT and leads to the identification of issues for the development and integration of theories and practices for learning and teaching ICT. These issues are discussed in relation to developments in pedagogy in other curriculum areas, notably science, and an agenda for developing a pedagogy for ICT is proposed.  相似文献   

Child sexual abuse prevention: evaluation and one-year follow-up     

A Hazzard  C Webb  C Kleemeier  L Angert  J Pohl 《Child abuse & neglect》1991,15(1-2):123-138

Because of the high incidence and negative psychological consequences of child sexual abuse, prevention programs have been developed and implemented nationwide. Few programs, however, have been comprehensively evaluated. In this multimodal study, a 3-session adaptation of the Feeling Yes, Feeling No curriculum was provided to 286 third and fourth graders from four schools whose responses were compared to 113 delayed-treatment control children from two schools. Program impact was assessed using a knowledge scale, the State-Trait Anxiety Inventory for Children, a videotape vignettes measure, a parent questionnaire, and disclosure data. Treatment children exhibited significantly greater knowledge and better ability to discriminate safe from unsafe situations on the video measure than control children at posttesting. These gains were maintained at 6-week follow-up testing. There were no differences in treatment and control children's self-reported anxiety or parents' reports of negative emotional/behavioral consequences, which were minimal. Over 5% of participating children reported ongoing or past sexual abuse. In the One-Year Follow-Up Study, children's knowledge gains and prevention skills scores on the video measure were maintained at one-year follow-up. A 1-session "booster shot" program further enhanced children's safety discrimination skills on the video measure.  相似文献   

Conflict,risk and authority: female faculty members' stories of change     

Katy Campbell 《Technology, Pedagogy and Education》2013,22(3):309-328

Abstract

Most studies of gender and information technology have investigated gender differences in the relationships between education and achievement, and attitudes towards and use of computers. Few have explored gendered experiences of faculty members using learning technologies in higher education. The study on which this article is based explored the experiences of 47 Canadian female faculty members integrating information and communications technologies (ICTs) into the higher education learning environment. The stories they told suggest that learning to use ICT in ways coherent with their values may be an intensely personal process of cognitive and cultural change for these women, in which beliefs and values may be examined and even realignedas they develop personal, moral authority. When faculty members explicitly contextualize the process as social, relational learning, it has the potential to be transformative at personal and societal (institutional) levels. The interrelated theoretical constructs of transformative or action learning, the development of authority-into-agency, and technology issues related to feminist pedagogy frame the three illustrative narratives of experience presented.  相似文献   

Using Information Expertise to Enhance Massive Open Online Courses     

Katy Mahraj 《Public Services Quarterly》2013,9(4):359-368

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XHOSA INDIGENOUS KNOWLEDGE: STAKEHOLDER AWARENESS, VALUE, AND CHOICE     

Paul Webb 《International Journal of Science and Mathematics Education》2013,11(1):89-110

This study investigated a sample of isiXhosa mother tongue-speaking science teachers’, their pupils’, and adult local community members’ awareness of Xhosa indigenous knowledge. It also investigated what aspects of this knowledge they value and think should and could be integrated into the school science curriculum and their reasons for suggesting that it should (or should not) be incorporated. The participating teachers voluntarily completed an open-ended questionnaire. On completion, they were given the task of administering the questionnaire to at least 1 of their pupils and 1 community member who they believed could contribute ideas about indigenous knowledge that might relate to science education. Interviews were held with a small sample of teachers and community members. The data generated suggest that there is a shared awareness of indigenous knowledge across the respondents (teachers, pupils, and community members). The reasons given for including indigenous knowledge in the school curriculum related mainly to the realm of recognition (social justice and cultural sensitivity), and there was also little evidence that the respondents were aware of current understandings underpinning the demarcation of science and indigenous knowledge as disciplines.  相似文献   

Carnival in the global village: Re-imagining information infrastructures     

Donncha Kavanagh  Gianluca Miscione 《The Information Society》2013,29(5):299-313

Abstract

Infrastructures are typically seen as boring and serious, and are routinely depicted using metaphors from transportation. We argue that the carnival is a fruitful metaphor for understanding emerging information infrastructures, as the information age is also the age of the carnival. We distinguish between the ubiquitous or distal carnival and its particular manifestations – the proximate carnival – both of which are characterized by play, anarchy, dissimulation, vulgar language, and excessive consumption. The article focuses on Bitcoin, which we see as a nascent information infrastructure and an exemplary instance of a proximate carnival. It also considers how the carnival metaphor might help us reimagine our study of the information age.  相似文献   

The Emergence of Training and Assessment for Referees in Association Football: Moving from the Side-lines     

Tom Webb 《国际体育史杂志》2013,30(9):1081-1097

The referee is an essential part of the codified form of Association Football that we know today. Nevertheless, this has not always been the case; whilst a referee, in some form, has been a requirement since codification in order for football matches to occur, referees have not always been central in the thought process of rule makers and those developing the game. This essay explores the evolution of the referee within Association Football and, more specifically, the training, support and assessment practices that referees have received since the codification of Association Football in 1863. Therefore, this essay focuses on debates and input from governing bodies, such as the Football Association, FIFA and the Referees Associations specifically related to referees and their training, support and assessment as the association code of football continued to evolve.  相似文献   

Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?     

Serkan Ucan  Mary Webb 《International Journal of Science Education》2013,35(15):2503-2532

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Book review     

Sue Webb 《International Studies in Sociology of Education》2013,23(3):279-285

The following book is reviewed.Challenging democracy: international perspectives on gender, education and citizen MADELEINE ARNOT & JO-ANNE DILLABOUGH (Eds), 2000 London: Routledge-Falmer. xiii + 337pp, 04152031163,£18.99 paperback, 0415203155 £55.00 hardback  相似文献