Anti‐mechanism and the comic in the writings of Charles Dickens     

Sheila M. Smith M.A. 《Culture, Theory & Critique》2013,54(1):131-144

  相似文献   

Training from cradle to grave? Social justice and training for people with learning difficulties     

Sheila Riddell  Stephen Baron  Heather Wilkinson 《教育政策杂志》2013,28(4):531-544

In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties.  相似文献   

As we may think: Information literacy as a discipline for the information age     

Bill Johnston  Sheila Webber 《Research Strategies》2005,20(3):108-121

The aim of this paper is to propose information literacy as a soft applied discipline, of key importance in the information society. This is contrasted with the characterization of information literacy as a personal attribute in the U.S. and Australian Information Literacy standards. Vannevar Bush's vision of the technologically connected and enabled scientist is used to introduce a discussion of citizen's information needs and responsibilities in an age of “cheap complex devices.” The authors emphasize the key role of information literacy in this information society. Information literacy is identified as a soft applied discipline, with reference to disciplinary indicators that have been identified in the literature. Building on this concept of an information literacy discipline, the authors propose a mission for information literacy education focused around three elements: information literacy for citizenship, information literacy for economic growth, and information literacy for employability. The paper concludes by identifying that in terms of preparing citizens for managing and taking action in society, information literacy has much to contribute, and that it is vital to nurture this emergent discipline.  相似文献   

Distance learning in post-qualifying nurse education at Northumbria University: implications for the role of the library and library staff     

Bailey P  Cook G  Thynne E  Weatherhead E  Glenn S  Mitchell A 《Health information and libraries journal》2004,21(1):66-69

  相似文献   

Creating pretence and sharing friendship: modal expressions in children's play     

Frances Hoyte  Jane Torr  Sheila Degotardi 《International Journal of Early Years Education》2015,23(1):17-30

Friendships and play provide children with opportunities for mutual engagement, which both require and facilitate children's language use. Modality is a semantic system in the language associated with children's learning. One way in which modality is realised is through linguistic expressions which allow speakers to moderate the degree of certainty about the truth of propositions (expressions of possibility) and the degree of necessity with respect to proposals (expressions of obligation). No research has explored the relationship between friendship and children's use of modality. This paper reports on the use of both types of modal expression during play between five- and six-year-old children in two friendship contexts. Results showed that possibility expressions occurred at similar rates in both contexts while obligation expressions occurred significantly more often in play in high-level friendships than in low-level friendships. Findings suggest that in high-level friendships modality was used cohesively to create and extend pretend play, whereas in low-level friendships it was used to regulate behaviour. Because modal expressions are important resources for managing interpersonal relationships, for talking about ideas and situations beyond the here and now and for writing for a non-present audience, our findings provide valuable insights for educators of young children.  相似文献   

Children's rights,school exclusion and alternative educational provision     

Gillean McCluskey  Sheila Riddell  Elisabet Weedon 《International Journal of Inclusive Education》2015,19(6):595-607

This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK) and three quarters are boys (Welsh Government. 2012a. Pupils Educated Other than at School, 2011/12. Cardiff: Welsh Government). The paper focuses on analysis of findings about young people's experiences of exclusion and alternative provision, and how these experiences may be contextualised within a discussion of children's rights. This analysis suggests that young people's experience is highly variable; that inappropriate curricula are still common, pastoral support uneven and that few opportunities exist for success or re-integration. In the most disturbing examples, young people were found to have experienced physical restraint and the use of isolation as punishment. The paper concludes, therefore, with a proposal for change aimed at ensuring that children's rights are placed at the heart of educational experience in practice as well as policy.  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   

A Christmas Card Competition     

Sheila M. Scarlett 《Health information and libraries journal》1985,2(2):87-88

  相似文献   

Interfaith education: A new model for today’s interfaith families     

Sheila C. Gordon  Benjamin Arenstein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):169-195

With societal changes rapidly transforming cultures that had been largely homogenous, today’s multi-cultural – and in particular interfaith – families need new educational strategies to help them understand their cultural roots and identify and clarify what aspects of their heritages they wish to nurture and transmit to their children. This paper focuses on a new model for religious education, namely non-doctrinaire “dual-faith” education, which the principal author has helped to develop in the United States (US) through the Interfaith Community (IFC), a small, independent non-profit organisation created and led by dual-faith Jewish/Christian families. The model is premised on the notion that families can have two different faiths in one household and that – with respect and education – families can be harmonious, religion can be transmitted, and tolerance broadly nurtured. While the model is particular to the US and to families with Jewish and Christian heritages, its premises and structure have significant potential to be adaptable to other religious combinations and other cultures and countries. After reviewing relevant literature and situating the IFC model in the global and US contexts, the paper sets out to clarify the importance of the concept, describe its elements, and discuss its implications for religious education in this time of changing ethos and demography.  相似文献   

Investigating bilingual literacy: evidence from Malawi and Zambia: E. Williams; Education Research No. 24 Department for International Development, 1998, pp. 70 + appendices. ISBN 1-86192-041-5.     

Sheila Aikman 《International Journal of Educational Development》2002,22(6):694

  相似文献