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CAROLINE DYER 《比较教育学》1999,35(1):45-61
Misjudging the ease of policy implementation is recognised as one of the most common planning mistakes. If implementation is not planned and structured, effective management of change may give way to ad hoc adjustments and short-term strategies for coping, with a subsequent dilution of policy efficiency. Developing countries can ill afford the wasted resources that result, but little research attention has been directed at providing information about implementation processes that policy makers can draw on. This article discusses a model of 'backward mapping' that was applied in India, and generated a variety of useful insights which have contributed to learning for policy. In contexts where comparatively little is known about the implementation process, the use of such models to generate this kind of learning can improve our understandings of the 'black box' of implementation, and open up new options for policy strategies to achieve policy goals. 相似文献
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A major criterion for the diagnosis of Asperger syndrome is an impairment of the imagination. This article focuses on the specific difficulties that students with Asperger syndrome have with the imaginative content of the English curriculum. It examines the problems with reading and writing imaginatively of a group of students with AS in a secondary school mainstream setting. Various strategies and interventions are considered and discussed which could aid their understanding and learning in relation to the imaginative element of the English curriculum. While acknowledging that this is an area of real difficulty for these students, recommendations include: treating students with AS as individuals; using a small group setting; providing support through structured frameworks. 相似文献
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The transition to mass participation in post-16 education, which had occurred considerably earlier in other European countries, has finally taken place in England. However, high drop-out and failure rates persist, particularly on vocational qualification routes. Our hypothesis is that an important factor is the lack of basic competence of lower-achieving English students in the key skills - English language and mathematics - required for success in further study. Our research addresses the validity of the argument by investigating whether any significant difference can be detected between the skills of English students entering post-compulsory education and those of students in countries where drop-out and failure rates are low. The country investigated in this study was Sweden where participation of 16 year olds in post-compulsory upper-secondary education is currently over 90%; and where some 90% of those enrolling normally obtain an academic or vocational qualification. Some General Certificate of Secondary Education (GCSE) mathematics questions were incorporated into the national test taken by Swedish 16 year olds at the end of compulsory schooling; and significant differences were found in the scores of the lower 40% of the cohort in the two countries. The results are consistent with the hypothesis; and also go beyond previous Swedish-English comparisons, which reflect the general emphasis in international studies on younger age groups (typically 9 and 13 year olds). 相似文献
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This paper reports on teaching assistants' perceptions of the Phase 1 Higher Level Teaching Assistant (HLTA) training programme and the match to their changing role in classroom support, and suggests resulting issues for the design and delivery of HLTA training programmes. It explores what impact undertaking the training and gaining HLTA professional status has had upon the school activities undertaken by the teaching assistants and their relationships with other members of staff within the school. Finally, it suggests emerging issues for the involvement of staff with HLTA professional status in classrooms in the context of the Schools' Workforce Reform in England. 相似文献
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MARJUKKA DYER 《European Journal of Engineering Education》1997,22(2):193-198
Environmental policy-making with the goal of implementing sustainable development is finding its way to local municipalities. Several towns and cities in Europe have already produced detailed environmental programmes for their decision-makers to carry out. However, the demands can sometimes overpower personnel and their capacity to deal with rapid changes, if they are not provided with ‘target training’ or given temporary help by those familiar with these new environmental concepts. This paper discusses some of the various experiences gained in a collaboration between the City of Tampere and the environmental engineering education offered by the Tampere Institute of Technology during recent years. Joint practical and research projects at home and abroad, environmental surveys, short courses and theme days, and practical placements for both Finnish and foreign exchange students are described in this paper. It is the writer's hope that this report will encourage other educators to make similar approaches in their teaching work; to share responsibility in the community between those who know and those who want to know the way of solving some of our local and regional problems. 相似文献
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HILARY DYER 《Health information and libraries journal》1990,7(4):196-203
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