Student empowerment in a constructivist values learning environment for a healthy and sustainable world     

Rahmawati  Yuli  Taylor  Elisabeth  Taylor  Peter Charles  Koul  Rekha 《Learning Environments Research》2021,24(3):451-468

Learning Environments Research - Civic education is a moral development imperative of the Indonesian national curriculum and the United Nation’s policy on education for sustainable...  相似文献   

Metaphors,discourse and identity in adult literacy policy     

Nina Taylor 《Literacy》2008,42(3):131-136

This paper discusses the metaphors and discourses employed in the current Skills for Life Strategy in terms of the identity of potential adult literacy learners. It argues that metaphors and discourses are necessarily value laden and reflect the beliefs of those with authority to influence others. The current Strategy, it is argued, is based on a discourse of deficit, outcomes and employability that positions adult literacy learners as ‘depersonalised others’.  相似文献   

Designing personalised instruction: A research and design framework     

Natalia Kucirkova  Libby Gerard  Marcia C. Linn 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1839-1861

  相似文献   

I quit! Is there an association between leaving teaching and improvements in mental health?     

John Jerrim  Sam Sims  Hannah Taylor 《British Educational Research Journal》2021,47(3):692-724

The mental health and well-being of teachers is an issue of great policy concern. This is particularly true in England, where high workload and the associated stress is thought to be leading to a recruitment and retention crisis within the education profession. But do individuals who decide to leave teaching for another career actually see their well-being and mental health improve? We provide new evidence on this matter for individuals aged between 40 and 65, using the rich information gathered as part of the UK Biobank study. Our analysis shows that individuals who choose to leave teaching are somewhat happier in their work, but do not generally experience any improvement in their general well-being or mental health. We hence caution those middle-aged teachers who are thinking of leaving teaching that the grass may not necessarily be greener on the other side.  相似文献   

Characteristics of alumni donors and nondonors at a Research I,public university     

Alton L. Taylor  Joseph C. Martin Jr. 《Research in higher education》1995,36(3):283-302

This study was an investigation of selected attitudinal, demographic, involvement, and philanthropic characteristics of alumni donors and nondonors from a Research I, public university. A random sample of 500 alumni (250 donors and 250 nondonors) was selected from a population of 37,691. There were 371 (74%) usable surveys returned. A discriminant function analysis was used to predict group membership of donors versus nondonors, and high donors versus low donors. Using the classification step, 65 percent of the alumni were correctly classified as donors or nondonors, and 87 percent of the alumni high donors and low donors were correctly classified.  相似文献   

The Diverse Risk Profiles of Persistently Absent Primary Students: Implications for Attendance Policies in Australia     

Kirsten J. Hancock  Francis Mitrou  Catherine L. Taylor  Stephen R. Zubrick 《Journal of Education for Students Placed at Risk》2018,23(1-2):53-69

ABSTRACT

The risk factors associated with absenteeism are well known. However, children's exposure to combinations of risks and how these relate to absence patterns remains unclear. Understanding variations in risk profiles among persistently non-attending children will inform the development of absence interventions. Using a longitudinal sample of Australian children (6–11 years), a latent class analysis of 19 risks identified four classes of risk exposure. Most children (56%) were exposed to minimal risk, 20% were exposed to parenting, child development, and mental health risks only, 15% were exposed to a greater extent to financial risks only, and 9% had a higher probability of exposure to all risks. Persistently non-attending children were eight times more likely to be in the high-risk group than regular attenders. However, one-third of persistent non-attenders were classified as low-risk. The heterogeneity of risk profiles is discussed in relation to policies using financial penalties to motivate improved attendance.  相似文献   

Is a posthumanist <Emphasis Type="Italic">Bildung</Emphasis> possible? Reclaiming the promise of <Emphasis Type="Italic">Bildung</Emphasis> for contemporary higher education     

Carol A. Taylor 《Higher Education》2017,74(3):419-435

My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offer a critical review of the promise of Bildung and outline some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education.  相似文献   

Networking vs. rote learning strategies in concept acquisition     

James Canelos  William Taylor  James Altschuld 《Educational technology research and development : ETR & D》1982,30(3):141-149

Following presentation of a slide-tape instructional program, the performance of subjects in two learning strategy groups-networking and rote-was compared to a control group on a concept learning task and a spatial learning task. Networking proved more effective than rote learning and the control group on both tasks; networking also allowed for improved retention over time (in this case, one week). This article reviews some of the research on learning strategies and suggests how the network strategy can enhance learning in academic situations.  相似文献   

Permanency planning for children and youth: out-of-home placement decisions     

S J Taylor  K C Lakin  B K Hill 《Exceptional children》1989,55(6):541-549

This article advocates the extension of "permanency planning" in out-of-home placements to include those children and youth with developmental disabilities. It discusses permanency planning and notes its promise in improving the opportunities of all children and youth to grow up in a stable family environment. There is a need for major initiatives in this area: 78% of children and youth with developmental disabilities who are placed in long-term care have no such protections. Though some states currently operate programs according to the principles of permanency planning, significant changes in existing federal policy are recommended to require permanency planning in federally supported out-of-home care for all children, including those with severe disabilities.  相似文献   

Listening to teachers: teacher and student roles in the New South Wales Sustainable Schools Programme     

Julie Kennelly  Neil Taylor  Kathy Jenkins 《Environmental Education Research》2008,14(1):53-64

This paper reports on an interview study of eight teachers engaged in the Sustainable Schools Programme (SSP) in New South Wales, Australia. Teacher views on key components of education for sustainability are compared with the underlying socially critical approach of the SSP and the NSW policy on environmental education. Their views on active student engagement in the SSP are also revealed. The findings, which indicate that some teachers hold a view of education for sustainability consistent with key assumptions inherent in the SSP, are encouraging. However, remarks by most of the teachers suggest that wider professional support is needed if the SSP, and indeed the NSW policy on environmental education more broadly, are to be implemented as intended.  相似文献