Our First Great Conversationalists     

Andrew Wilkinson 《English in Education》1989,23(2):12-24

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The psychiatrist in child abuse — ethical and role conflicts     

Sydney Brandon 《Child abuse & neglect》1979,3(1):401-405

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McSchools for McWorld? Mediating global pressures with a McDonaldizing education policy response     

Gary Wilkinson 《Cambridge Journal of Education》2006,36(1):81-98

This paper argues that key education policy initiatives since the introduction of the National Curriculum in the UK are Government‐mediated responses to pressures in the global knowledge economy. Successful implementation of these policies has required a change in the way in which education institutions and professionals are controlled and managed. George Ritzer's ‘McDonaldization’ thesis, a conceptualization of a dominant form of economic and cultural globalization, is outlined and it is then argued that national education policy has led to the ‘McDonaldization’ of the state school education system in England. Benjamin Barber's concept of ‘McWorld’ is used to represent the consumerist world which a narrowed educational vision seeks to serve.  相似文献   

Rethinking Assessment Design: Evidence-Informed Strategies to Boost Educational Impact in the Anatomical Sciences     

Anna T. Ryan  Tim J. Wilkinson 《Anatomical sciences education》2021,14(3):361-367

University assessment is in the midst of transformation. Assessments are no longer designed solely to determine that students can remember and regurgitate lecture content, nor in order to rank students to aid with some future selection process. Instead, assessments are expected to drive, support, and enhance learning and to contribute to student self-assessment and development of skills and attributes for a lifetime of learning. While traditional purposes of certifying achievement and determining readiness to progress remain important, these new expectations for assessment can create tensions in assessment design, selection, and deployment. With the recognition of these tensions, three contemporary approaches to assessment in medical education are described. These approaches include careful consideration of the educational impact of assessment—before, during (test or recall enhanced learning) and after assessments; development of student (and staff) assessment literacy; and planning of cohesive systems of assessment (with a range of assessment tools) designed to assess the various competencies demanded of future graduates. These approaches purposefully straddle the cross purposes of assessment in modern health professions education. The implications of these models are explored within the context of medical education and then linked with contemporary work in the anatomical sciences in order to highlight current synergies and potential future innovations when using evidence-informed strategies to boost the educational impact of assessments.  相似文献   

Perceptual Differences in Approaches to Censorship: Information Intermediaries and the Implementation of Law     

Margaret Ann Wilkinson 《The Information Society》1997,13(2):185-193

Censorship exists wherever there is preselection of information made available to a particular group of potential users-that is, wherever there is an information intermediary between the information source and the user. Therefore, one cannot ask whether or not there should be censorship. Nor is it realistic to declare that freedom of expression should override censorship. A more useful approach is to ask what checks and balances should be in place to ensure freedom of expression and other basic information rights in the face of the necessity and reality of the information selection process. Two forms of legal intervention have been used to create our current regime. This article first examines delegation of the censoring/selecting power to particular intermediaries in the information cycle. Historically, power to select appropriate information for dissemination was delegated to the 'censors,' and examples of this approach continue in our law in such areas as access and copyright legislation and in unlegislated areas of the law such as confidential information. Second, the paper examines situations where the law regulates the censoring activity itself. In situations such as libel and obscenity, for example, our law preempts the intermediary by dictating the decision itself. The law, however, does not necessarily mirror actual decisions being made by information intermediaries. Empirical evidence suggests that selection/censorship decisions, which the current law might have been expected to affect, may be being made by other intermediaries and on other criteria than theoretical examination of the law would lead one to expect. These 'extralegal' forms of censorship can be very effective, but are we content to leave those decisions without legal control? The article concludes that more strategic empirical analysis of our current legal attempts to create effective checks and balances on the censoring decisions made by intermediaries will assist us in further law reform attempts.  相似文献   

Incorporating Comprehensive Counselling and Guidance Models into School Curricula in Sub-Saharan Africa     

John M. Kiweewa  Brandon A. Knettel  Melissa M. Luke 《International journal for the advancement of counseling》2018,40(2):133-147

There is an increasing body of evidence demonstrating the psychological and social challenges that afflict school-age children in sub-Saharan Africa. In spite of widespread calls to provide counselling and guidance services in schools, efforts at expanding these services remain fragmented and under-resourced. Grounded in both empirical and theoretical literature, this article calls for integration of counselling and guidance through a whole-school approach. Utilizing critical aspects of child and adolescent developmental theory, we summarize the current state of counselling and guidance in the region, evaluate attempts at integration, and propose adoption of a comprehensive guidance and counselling model into school curricula.  相似文献   

Looking back to understand the present and future     

Jeffrey S. Brooks  Jane Wilkinson  Amanda Heffernan 《Journal of educational administration and history》2018,50(4):239-240

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A comparative study of students' and their teacher's perceptions of laboratory work in secondary schools     

John Wilkinson  Malcolm Ward 《Research in Science Education》1997,27(4):599-610

This article reports on a study of student and teacher perceptions of the purpose and effectiveness of laboratory work in science at the Year 10 level of secondary school. The main focus of the study was a comparison between the perceptions of one class of students and their teacher at each of six different schools with regard to the aims, regularity, conduct and assessment of laboratory work. The study identified a number of areas of mismatch between students and their teachers. The findings of the study will be of use to teachers in developing and improving their science curriculum, particularly with regard to laboratory work.  相似文献   

The Influence of Education Major: How Diverse Preservice Teachers View Pseudoscience Topics     

Susan Carol Losh  Brandon Nzekwe 《Journal of Science Education and Technology》2011,20(5):579-591

Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study how these cognitions related to education major and, because popular media often present pseudoscience “information”, student media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education majors watched less news or science television and read fewer popular science magazines. However, religious and media variables explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education students.  相似文献   

Sexual References and Consequences for Heterosexual,Lesbian, Gay,and Bisexual Characters on Television: A Comparison Content Analysis     

Bradley James Bond  Brandon Miller  Jennifer Stevens Aubrey 《Mass Communication and Society》2019,22(1):72-95

A content analysis was conducted to examine sexual references and consequences among lesbian, gay, bisexual (LGB), and heterosexual characters on television. The sample was composed of programs portraying an LGB lead or reoccurring character. Results showed that heterosexual and LGB characters engaged in sexual talk and behavior in similar contexts. When discussing LGB sexualities, however, heterosexual characters were disproportionately likely to make jokes; LGB characters were disproportionately likely to discuss coming out. LGB characters depicted in sexual references were more likely to be in dialogue with a heterosexual character than another LGB character. Sexual consequences were more common for heterosexual characters than LGB characters. No gender differences existed in frequency of sexual references or consequences among LGB characters, evidence that the sexual double standard found in previous research may not apply to LGB characters. Results are discussed in terms of potential effects of exposure.  相似文献