Sustainable development and African local government: can electronic training help build capacities?     

Hazel Johnson  Alan Thomas 《Compare》2007,37(4):447-462

A recent study carried out by European and African organizations into the potential for electronic distance training (EDT) on sustainability in African local governments concluded that EDT was both ‘useful and feasible’. This article reflects on some of the theoretical and practical implications of that study. It focuses on the connection between learning and sustainability and how EDT programmes might be designed and promoted. The paper argues that, while resource issues and poor access to Information and Communication Technologies (ICTs) create considerable constraints and point to the need for policies to improve access, in general the most important factors for successful capacity building relate to the design of learning programmes that take account of the work contexts and skill and capability requirements of those targeted as learners. ‘Useful’ and ‘feasible’ depend on (i) how work‐based and work‐related learning processes are understood and (ii) the conditions to promote learning within African local government.  相似文献   

Parent Motivation Strategies and the Performance of Preschoolers in a Rural Philippine Municipality     

Marites O. Monteflor  Arthur R. Williams  Phoebe D. Williams  Nixon O. Go  James P. Moriarty  Hazel W. Quiñones  Sandra K. Bruggeman 《Early Childhood Education Journal》2006,33(5):333-340

Although under-investment in children is an identified problem in low-income developing countries (LDC) and the establishment and use of preschools has been advocated as a partial remedy, the readiness of children and parents for preschool in LDC has been little studied. This paper assesses motivational techniques that parents report using with preschool children in a rural Philippine municipality. The purposes of this study were to examine: (a) whether the motivation strategies used by parents are consistent with a “balanced, holistic approach” to child development and (b) whether the parents’ motivational strategies are associated with school performance. The study suggests some over-weighting by parents of academic achievement, but otherwise more appropriate child-oriented behaviors were observed than reported in some research. Motivation by parents also was associated with preschool performance.  相似文献   

The Impact of Increased Fees on Participation in Higher Education in England   总被引：1，自引：0，他引：1  

Hazel Pennell  Anne West 《Higher Education Quarterly》2005,59(2):127-137

This article explores some recent research evidence on the possible impact of the higher education reforms in England on participation by students from lower socio‐economic backgrounds. The evidence is examined in terms of costs, debt and term‐time working. Financial issues have been shown to constrain choice of institution and place of study for lower‐income students, and financial problems are commonly cited as reasons for dropping out of higher education. The greatest difference in debt levels has been found to be linked to family background, with students who were poor before they entered university leaving university with the largest debts. Overdrafts and credit card debt levels have been shown to be lower for students in receipt of grants than for those who are not. Research has shown that school leavers who are least debt‐averse are more likely to go to university than those who are anti‐debt; the latter include those from the lowest socio‐economic groups and certain black and minority ethnic groups. Students who work in term‐time may achieve less academically: those who work in term‐time are more often those from lower socio‐economic groups or minority ethnic groups. Overall, the evidence indicates that financial payments and grants are likely to be the most promising way forward to increase participation in higher education among those from lower socio‐economic backgrounds.  相似文献   

Narrative and Career Guidance: Beyond Small Talk and Towards Useful Dialogue for the 21st Century     

Hazel?L.?ReidEmail author 《International Journal for Educational and Vocational Guidance》2005,5(2):125-136

The rapidly changing world creates the need for new ways of working in guidance practice. This can lead to a quest for new or better theory. There are also concerns about those who may be excluded from the mainstream of social and economic life. Within this context, this article discusses how narrative-based approaches can help to manage the changing world of career. In particular, it considers the usefulness of employing narrative strategies for work with young people. It also questions the value of narrative-based approaches where practice is based on an integrated use of theory. Finally, it suggests possible ways forward for introducing narrative-based approaches into practice via career guidance training.

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Zusammenfassung. Narration und Berufsberatung: Jenseits der Konversation und hin zu nützlichen Dialogen für das 21. Jahrhundert Di sich rasch verändernde Welt schafft in der Beratungspraxis einen Bedarf für neue Vorgehensweisen . Dies kann auch zu einer Suche nach einer neuen oder besseren Beratungstheorie führen. Es gibt auch die Sorge um diejenigen, die vom Hauptstrom des gesellschaftlichen und wirtschaftlichen Lebens ausgeschlossen werden könnten. In diesen Kontexten diskutiert dieser Artikel, wie narrative Ansätze dabei helfen können, die sich verändernde Berufswelt zu bewältigen. Insbesondere behandelt der Artikel die Nützlichkeit von erzählerischen Strategien in der Arbeit mit jungen Menschen. Ebenfalls hinterfragt wird der Nutzen von narrativen Methoden unter Bedingungen, in denen die Praxis auf einer integrierten Umsetzung von Theorien basieren soll. Schließlich werden Schritte zur Einführung narrativer Beratungsansätze in die Praxis auf dem Weg der Aus- und Fortbildung von Beratern vorgeschlagen.

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Resumen. Narrativa y orientación para la carrera: más allá de la charla y hacia el diálogo útil para el Siglo XXI Los continuos y rápidos cambios en el mundo de hoy generan la necesidad de nuevas formas de trabajo en la práctica de la orientación. Esto puede dar lugar a la búsqueda de nuevas o mejores teorías. Tambn existe la preocupación por aquellos que pueden resultar excluidos de la vida social y económica. En este contexto, este artículo discute cómo los enfoques que utilizan la narrativa pueden ayudar a gestionar el cambiante mundo profesional. En concreto, considera la utilidad de usar estrategias narrativas al trabajar con jóvenes. También cuestiona la valía de los enfoques narrativos cuando la práctica de la orientación se basa en un uso integrado de la teoría. Finalmente, sugiere posibles vías para introducir los enfoques narrativos en la práctica de la orientación para la carrera a través de la formación.

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Résumé. Orientation narrative et professionnelle: au delà de l’entretien conversationnel et vers un dialogue utile pour le 21ème siècle Le monde en mutation accélérée crée le besoin de mettre en oeuvre de nouvelles manières de travailler dans le cadre des pratiques de l’orientation. Ceci peut conduire à la recherche d’une nouvelle ou d’une meilleure théorie. Il y a également le problème de ceux qui peuvent être exclus du cours de la vie sociale et économique. Dans ce contexte, cet article discute de la question de savoir comment les approches basées sur les récits peuvent aider à gérer le monde mouvant des trajectoires de vie professionnelle. En particulier, il considère les avantages qu’il y a à utiliser des stratégies narratives dans le travail avec les jeunes. Il questionne également la valeur des approches basées sur les récits lorsque la pratique est fondée sur un usage intégré de la théorie. Enfin, il suggère des voies permettant d’introduire des approches basées sur les récits dans la pratique via la formation en conseil d’orientation.

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A comparison of learning management systems in a school district: searching for the ideal personalized integrated educational system (PIES)     

Zahide Yildirim  Charles M. Reigeluth  Seolim Kwon  Yuichi Kageto  Zihang Shao 《Interactive Learning Environments》2013,21(6):721-736

This study explored the use of several learning management systems (LMS), their benefits, and their limitations in relation to the desired characteristics of an ideal Personalized Integrated Educational System (PIES) for the information age. A qualitative research design was used. The participants of the study were teachers, administrators, and technology coordinators in a small suburban school district. The data were collected through interviews and were subjected to content analysis. The findings of the study indicated that each of the LMSs investigated in this study still has some significant limitations, for none of them provides all the information-age functions of PIES, and what an ideal PIES should possess as information-age functions can be categorized under students’ learning, assessment and system-related preferences.  相似文献   

The complex development of student-teachers' thinking     

Katharine Burn  Hazel Hagger  Trevor Mutton  Tim Everton 《Teachers and Teaching》2013,19(4):309-331

Studies of student-teacher development have tended to suggest a three-stage model of development in which the novices' concerns shift outwards from an initial preoccupation with self, to a focus on tasks and teaching situations, and finally to consideration of pupil learning. This paper, based on sequence of post-lesson interviews conducted with 25 student teachers following 1-year postgraduate courses within school-based partnership schemes of initial teacher education, questions the adequacy of such a model. Analysis of the reasons that the student-teachers offered for their teaching decisions, and of their lesson evaluations suggests a high level of concern for pupils' learning and an awareness of the complexity of teaching from very early in their training. The implications of these findings are explored; in particular, the challenges that they pose to teacher educators in terms of course structure and curricula, and the need to be responsive to individual learners.  相似文献   

Peer mentoring in higher education: issues of power and control     

Hazel Christie 《Teaching in Higher Education》2013,18(8):955-965

This article has been removed at the request of the author  相似文献   

Managing support for newly qualified teachers in primary schools     

Hazel Bines   《Mentoring & Tutoring: Partnership in Learning》2013,21(1):57-61

This article considers some of the management issues involved in effective induction, drawing on data collected during evaluation of a project concerned with the induction of NQTs in primary schools.  相似文献   

The Relationship Between Personality Temperament,Communication Reticence,and Fear of Negative Evaluation     

Michael Hazel  James Keaten  Lynne Kelly 《Communication Research Reports》2013,30(4):339-347

This study examined the influence and relationships of the Big Five personality variables of extraversion, agreeableness, conscientiousness, emotional stability (neuroticism), and openness to experience on communication reticence and fear of negative evaluation (FNE). Undergraduates from (N = 336) basic communication or psychology courses completed self-report measures for these variables. Structural equation modeling indicated that only one personality dimension, extraversion, directly predicted reticence, whereas neuroticism was positively related to FNE, and openness was a negatively associated predictor of FNE. The model also showed a strong relationship between FNE and reticence, indicating that FNE moderated the relationship between two of the five personality variables (i.e., openness and neuroticism) and reticence.  相似文献   

Looking back: reasoning and metacognition with narrative texts     

Bridget A. Franks  David J. Therriault  Miriam I. Buhr  Evelyn S. Chiang  Claire M. Gonzalez  Heekyung K. Kwon  Jenni L. Schelble  Xuesong Wang 《Metacognition and Learning》2013,8(2):145-171

This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students’ metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive questions were embedded in three narratives containing premise information that was factual (True Story), contrary to fact (False Story), or unverifiable via common world knowledge (Neutral Story). The texts and questions were presented one sentence at a time on a computer screen; participants controlled the presentation of sentences. For answering the questions, three response tasks were devised. One task (labeled Generate) required readers to generate their own logical conclusions in response to deduction questions. Two tasks (labeled Valid and Invalid) required readers to evaluate logically valid or logically invalid conclusions drawn by story characters in the texts. Students in early and late adolescence looked back more when asked to evaluate logical conclusions than when asked to generate conclusions on their own; College students’ lookback frequencies were not significantly affected by response task, but were greater overall than those of younger students. With conditional forms requiring an uncertainty response (Affirmed Consequent and Denied Antecedent), readers looked back more when evaluating logically invalid conclusions than when evaluating logically valid ones. Readers of all ages were more likely to agree with story characters’ (valid) uncertain conclusions with the AC and DA forms than they were to disagree with story characters’ (invalid) certain conclusions to these forms. Both lookback frequency and performance on logic questions were lowest when readers were required to reason from contrary to fact premises.  相似文献