Shena D. Simon and English education policy: inside/out?     

Jane Martin 《History of education》2013,42(5):477-494

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HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT: MODELS,METAPHORS, AND MAPS FOR APPLYING THEORETICAL PERSPECTIVES TO PRACTICE     

Kenny Kwong PhD 《Journal of Teaching in Social Work》2013,33(4):474-477

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International library program to prevent nuclear holocaust     

Martin H. Sable 《International Information and Library Review》2013,45(4):347-355

The main focus of this paper is the funding of libraries in Nigeria. The sources of funds for libraries, which include the government, grants, donations and bequests, are discussed. The factors affecting the funding of libraries in Nigeria are highlighted. Finally, alternative sources for funding are also discussed.  相似文献   

Drama: Less talk,more action     

Martin Drury 《Irish Educational Studies》2013,32(1):24-43

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No yoga for Eric: lifelong learning from a small firm's perspective     

Lynn M. Martin 《International Journal of Lifelong Education》2013,32(2):130-141

An emphasis on lifelong learning as a route to economic competitive advantage forms the basis for current governmental policies directed at both firms and individuals. Since small firms are seen as vital for economic growth and development, this sector is a major target for lifelong learning based programmes. However, the views of those in this sector on lifelong learning are less well known. This study of 128 small firms explored the views of owner managers and key staff in these firms about lifelong learning. Despite the hype, owner managers still seemed unsure about the concept, showing the same resistance to embracing learning for all staff seen in earlier studies. However, whilst not recognizing its value for their company to achieve business needs, it was described as important in their own lives, particularly to achieve personal rather than business aims. Examples were also given of transfer of ideas and skills from leisure to work environments. Staff designated as ‘key’ by their managers saw learning as a continuous process, vital for their own future development. These staff had been the main participants of formalized firm learning and had also taken part in learning outside work for personal development. Further research would be needed to identity whether non-preferred staff shares this positive view of learning.  相似文献   

Adult education,lifelong learning and citizenship: some ifs and buts     

Ian Martin 《International Journal of Lifelong Education》2013,32(6):566-579

This paper suggests that the dominant discourse of lifelong learning is a political rather than an educational discourse. On this view, lifelong learning enables the deconstruction of welfare to be effected through the reconstruction of citizenship. Democratic citizenship properly understood, on the other hand, depends on determined progress towards a more equitable distribution of material and cultural resources among citizens. Education on its own can do little to ensure that such structural change takes place. It is, nevertheless, the task of critical adult education, as distinct from economistic models of lifelong learning, to raise such questions as urgent issues for democratic deliberation and debate, and to expand our notions of what it means to be active citizens in a democratic society. The paper contains the text of a talk given at the annual study conference of the UK's National Institute of Adult Continuing Education in April 2002.  相似文献   

Mary M. Frasier: A master and mentor in the field of gifted education     

Darlene E. Martin 《Roeper Review》2013,35(4):158-162

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Serving gifted students through inclusion: A parent's perspective     

Charles Martin 《Roeper Review》2013,35(1):A3-A4

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ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES     

Özlem Sila Olgun PhD 《The Teacher Educator》2013,48(2):113-125

The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science.  相似文献   

A survey of student representation on university senates     

D. A. Bell  J. Dunning-Davies  A. G. Martin  F. W. Stephenson 《Higher Education Quarterly》1972,27(1):40-45

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