D. Kember, W. Jenkins and K. Chi Ng
Studies in Continuing Education, Vol. 25, 2003. p.239-251,
The study investigated the perceptions of good teaching of adult students in Hong Kong. Students were interviewed about a range of issues concerned with teaching, tutoring, and learning. Initial analysis showed that there was no consensus on what constituted good teaching, with approaches preferred by some students disliked by others. These contradictions were resolved by the recognition that perceptions of teaching quality were framed by conceptions of learning, which were shown to be consistent with a continuum from a reproductive pole to a self-determining one.
Studies in Continuing Education, Vol. 25, 2003. p. 211-224
The adult education sector in Australia has undergone significant changes in recent years including a shift towards marketisation of education and the delivery of highly prescriptive Vocational Education and Training (VET). The article reports on how educators in adult education understand their work. The findings of the study suggest that educators who have work histories as "teachers" strongly resist the ways in which the current discourses of VET position them as "trainers". Data from interviews with educators and observations of them at work are analysed to show how they understand teaching and training as binary opposites.
L.C. Ellis and S.M. Scott
Studies in Continuing Education, Vol. 25, 2003. p. 254-268
Article focuses on the role of adult education in community development initiatives that aim to achieve more equitable power-sharing arrangements at local and regional levels. It argues that community-based learning is an essential component of community development and the rejuvenation of democracy.
J. MacBeath and L. Moos
London: RoutledgeFalmer, 2003-12-29
This book challenges many of the age-old assumptions made about schools and learning. In this book, leading thinkers from around the world offer a different vision of what schools are for. They suggest new ways of thinking about citizenship, lifelong learning and the role of schools in democratic societies. They question many of the tenets of school effectiveness studies that have been so influential in shaping policy, but are essentially backward looking and premised on school structures as we have known them in the past.
International Journal of Disability, Development and Education, Vol. 50, 2003, p.403-433
The article investigates the transition of children with intellectual disabilities from a model university-based pre-school programme to mainstream kindergarten. Interviews were held with parents, teachers and school principals in the middle and at the end of the school year. Most children integrated successfully and although some teachers felt that they had not had adequate support in the classroom, this did not seem to have an effect on how well children integrated. Family support was found to play the most important part in successful integration.
European Industrial Relations Review, no.350, 2003, p.21-23
The social partners in France have signed an agreement on employee access to lifelong learning. Its main objective is to improve the uneven access to he social partners in France have signed an agreement on employee access to lifelong learning. Its main objective is to improve the present uneven access to training opportunities and to facilitate lifelong learning by introducing a right to individual training.
International Journal of Early Years Education, Vol. 11, 2003, p.245-253
The article examines whether young children need more time to think between assessment questions than they are often allowed. Eighty children preparing to enter kindergarten were asked questions on a variety of subjects. On first analysis, it appeared that a number of children answered questions with irrelevant statements. However, on closer inspection, it became clear that the children were elaborating on their answer to the previous question. The article concludes that children need to be given time to think about, and elaborate on, their answers to questions and that these answers must be examined closely. Teachers must ask open-ended questions, listen and be patient.
S.M. Reis and J.S. Renzulli
Gifted Education International, vol.18, 2003, p.15-39
Summarises research on various aspects of the Schoolwide Enrichment Triad model and on eight categorical components of it. These components include: the effectiveness of the model, creative productivity, personal and social development, under-served populations, self-efficacy, the Schoolwide Enrichment model as a curricular framework, research relating to learning styles and curricular compacting, and longitudinal research on the model.
L. L. Riccio and C.L. Hannon
Citizenship, Social and Economic Education, vol. 5:3, 2003, p180
WVSA arts connection, a non-profit arts education organisation serving children and young people with special needs in Washington, DC, has developed the ARTiculate Employment Training programme. This combines arts-based instruction and a unique environment with the elements of education, community inclusion and enterprise to promote participant achievement in the transition from school to work. These components form the basis for teaching vocational, social and entrepreneurial skills.
Gifted Education International, vol.18, 2003, p.4-14
The Schoolwide Enrichment Model is a detailed blueprint for the development of the gifts and talents of young people. It focuses on developing creative productivity and enjoyment of learning, but also includes components designed to improve academic achievement. Article presents an overview of the major theoretical and organisational issues underlying the model.
(For applications of the model worldwide, see Gifted Education International, vol.18, 2003, p.58-66)
S. Taylor and M. Henry
International Journal of Inclusive Education, Vol. 7, p.337-355
The article discusses issues relating to educational globalisation and key policy ideas covering human capital theory, new public management theory and new concerns with social cohesion. The tensions between the local and global are highlighted through an analysis of how equity issues are addressed within Education Queensland's 2010 strategy. The implications of strategy for social justice in education in Queensland are discussed.
P. Arnaiz and G. Soto
International Journal of Inclusive Education, vol. 7, 2003, p.375-388
An overview of the challenges facing the Spanish Special Education system at the turn of the century. Students with a variety of disabilities have been attending general education classrooms along with their peers. In addition there has been a dramatic increase in immigration. Thus the Spanish educators are facing the challenge of educating an increasingly heterogeneous student body. Reforms aimed at ensuring equal access to education by all groups are described in this article.
Vancouver: UBC Press, 2003
In recent years, job-training programmes in Canada have suffered severe funding cuts, and their focus has shifted to meeting the directives of funders rather than the needs of the community. This book asks how do these changes to job training affect disadvantaged workers and the unemployed? The author, pooling results from a five year collaborative study of training programmes, shows that, in the ongoing shift toward a neoliberal economic model, government policies have engendered a growing reliance on private and market-based training schemes, and that these new training policies have undermined equity. The authors examine various kinds of training programmes needed to redress social inequities in the workplace, and recommend specific policy initiatives to improve access to them.