排序方式： 共有13条查询结果，搜索用时 15 毫秒
1.
2.
ANDY GREEN 《比较教育学》1995,31(1):49-68
Policy-makers in both England and France have sought to increase participation and attainment in post-compulsory education and training through the creation of new vocational tracks. In both cases they have set new targets for attainment and espouse similar objectives in seeking to build a high skills workforce for the twenty-first century. However, the strategies adopted and the outcomes achieved have been quite different. This article uses a comparative analysis of the different strategies to draw out some hypotheses in relation to the factors which influence participation, progression and attainment. 相似文献
3.
4.
For children with autism, social challenges may be both part of the disability and a barrier to accessing education. This article reports on a project that used drama to address such challenges by drawing on the social skills of non‐autistic peers in a special school setting. The article demonstrates how drama's flexibility may be harnessed in order to help students support each other's development of creative and communicative skills. Focusing on two children in particular, specific examples are given to illustrate how they participated in group work, made imaginative contributions to verbal and physical representations and engaged with abstract ideas. The project's outcomes suggest that, given a concrete structure and an invitation to collaborate, drama can be a powerful learning medium for children with autistic spectrum disorder. The conclusion reflects on the diverse meaning of inclusive practice that can be achieved within specialist settings. 相似文献
5.
6.
ANDY MORTIMER 《The International Journal of Art & Design Education》1994,13(3):221-233
This paper reports on a national pilot project to train professional artists to work with children with special educational needs. It presents an introductory review of recent legislation and research in Special Educational Needs in the UK and in the USA. The paper offers an alternative view of disability, more able to accommodate the needs of children experiencing physical, mental or behavioural impairment within the context of the national curriculum requirements. The author describes the background to the project, examines some of its outcomes, and proposes some ways forward for the classroom teacher. 相似文献
7.
8.
ANDY HARGREAVES 《European Journal of Education》2007,42(2):223-233
This article addresses how to reconcile the creative and innovative emphases of future knowledge societies with the needs and demands for longer term sustainable development of enduring and worthwhile practices — within education and beyond it. Drawing on a theoretical framework of organisational memory and sustainability, the article argues that most change efforts deny or demean the past in an attempt to promise a better future, and need instead to build improvement efforts in ways that connect their future and their past. 相似文献
9.
Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do. 相似文献
10.
This article summarises the main conclusions of the ‘Maastricht study’: Achieving the Lisbon Goal: The Contribution of VET ( Leney et al., 2004 ), which the UK Qualifications and Curriculum Authority (QCA), in collaboration with the Institute of Education and other international partners, prepared for the European Commission's DG Education and Culture in 2004. Based on the self‐assessment reports prepared by the Directors‐General for VET (DGVTs) of 31 European countries, and on independent expert reviews of the national and international literature on VET, the report analysed the contribution of VET to achieving the Lisbon goal and influenced the framing of the Maastricht Communiqué which the European education ministers agreed in December 2004. This summary of the findings of the report is organised under the following sections: 1) The potential of VET as an aspect of European cooperation; 2) The current state of play and progress of VET towards achieving the Lisbon goal; 3) Innovation in VET teaching and learning; and 4) Conclusions. 相似文献