Book review     

Mary‐Liz Trant 《Irish Educational Studies》2013,32(2):111-113

Philosophy of Educational Research Richard Pring (2000), London and New York: Continuum.  相似文献   

Longitudinal analysis of the environmental attitudes of university students     

Kerry Shephard  John Harraway  Tim Jowett  Brent Lovelock  Sheila Skeaff  Liz Slooten 《Environmental Education Research》2015,21(6):805-820

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.  相似文献   

Editorial     

Liz Brooker 《Early Years: An International Journal of Research and Development》2010,30(2):103-105

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Conductive Education: towards an 'educational model'     

Caroline Coles  & Liz Zsargo 《British Journal of Special Education》1998,25(2):70-74

Caroline Coles, Headteacher of Horton Lodge School in Staffordshire, and Liz Zsargo, Lecturer in Conductive Education at Keele University, consider the development of Conductive Education (CE) in the UK, and place it in the context of some of the sociological analyses of disability. They argue that CE can provide the basis for an educational model of disability (in which disability is seen as a result of a complex interaction between the environment and the individual), that all children have the right to an education suitable for their needs, and that a lack of access to an appropriate education can be a disabling factor.  相似文献   

Can the Barriers be Breached? Mature Women's Access to Higher Education     

Liz Sperling 《Gender and education》1991,3(2):199-213

In the current climate of change and expansion in higher education, a danger exists that mature women students will not be given equitable access because the fundamental barriers to their full participation are not acknowledged. As a result, adequate support and academic facilities, such as childcare, woman‐friendly courses, teaching and assessment methods, sympathetic timetables and counselling services, are not provided for them. This paper examines the barriers that mature women wishing to enter higher education have to overcome, and suggests solutions that would facilitate the dismantling of these.  相似文献   

Playful structure: a novel image of early years pedagogy for primary school classrooms     

Glenda Walsh  Liz Sproule  Carol McGuinness  Karen Trew 《Early Years: An International Journal of Research and Development》2011,31(2):107-119

Playful structure is a new pedagogic image representing a more balanced and integrated perspective on early years pedagogy, aiming to blend apparent dichotomies and contradictions and to sustain and evolve play-based practice beyond Year 1. Playful structure invites teachers and children to initiate and maintain a degree of playfulness in the child’s whole learning experience, even when the learning intentions demand a supportive structure. Thus, playfulness becomes characteristic of the interaction between adult and the child and not just characteristic of child-initiated versus adult-initiated activities, or of play-time versus task-time. The paper is based on intensive observations and interviews with teachers in Northern Ireland who participated in a play-based and informal curriculum. This paper explains how playful structure rests on complementary processes of infusion of structure into play-based activities and infusion of playfulness into more structured activities, illustrated by cameos. ‘Infusion’ suggests the subtle blending process that allows apparent dichotomies and contradictions to be resolved in practice.  相似文献   

āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success     

Marc Wilson  Maree Hunt  Liz Richardson  Hazel Phillips  Ken Richardson  Danna Challies 《Higher Education》2011,62(6):699-719

In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Rōpū Āwhina (Āwhina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific development and leadership through the creation of an inclusive off- and on-campus whānau (extended family) environment where high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale for Āwhina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses from the first 6 years of Āwhina, it is suggested that the results are consistent with improving Māori and Pacific graduate and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education in New Zealand and elsewhere are summarised.  相似文献   

Graduate identity and employability     

Geoffrey William Hinchliffe  Adrienne Jolly 《British Educational Research Journal》2011,37(4):563-584

This paper develops the concept of graduate identity as a way of deepening the understanding of graduate employability. It does this through presenting research in which over 100 employers in East Anglia were asked to record their perceptions of graduates in respect of their employability. The findings suggest a composite and complex graduate identity, depending on employer size and sector. There is no one fixed identity for graduates. Nevertheless, certain themes emerged that seriously put into question the traditional model of graduate employability comprising skills, competencies and attributes. What emerges is a four‐stranded concept of identity that comprises value, intellect, social engagement and performance. Thus, when assessing the potential of graduates, performance is not the only criteria that employers take into account. Moreover, the four elements of identity are by no means independent of each other but are expected to interpenetrate producing a composite identity, with different employers emphasising different facets of this identity.

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Going Dutch: The Development of Collaborative Practices Between Higher Education and Museums and Galleries     

Liz Smith  Keith Walker 《The International Journal of Art & Design Education》2003,22(1):36-46

This study reports on a very successful collaboration between teacher education courses in Manchester and Amsterdam and the Van Gogh Museum in Amsterdam. The central aim of the initiative was to promote and sustain partnerships between Higher Education (HE) institutions, public galleries and schools with a view to developing, delivering and sharing good practice in art and design within a European context.  相似文献   

Customizing a Norm-Referenced Achievement Test to Achieve Curricular Validity: A Case Study     

S. Jean Jolly  Gary W. Gramenz 《Educational Measurement》1984,3(3):16-18

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