Search Results for
"Students"

The Cognitive Holding Power Questionnaire measures the press for higher and lower order thinking in classroom environments. This paper reports the performance of the instrument in school settings and teachers' roles in pressing students into different kinds of thinking. The reliability of the instrument compared favourably with its use elsewhere; and it discriminated between teachers within schools, year levels and subject areas. The results also indicate that it is the teacher, rather than the school, the year level or even the subject area, who is central in creating the press for different kinds of thinking in school classroom settings.

Concentrates on the mentoring support for teachers in further education (FE) and higher education (HE), rather than the mentoring of students following qualification programmes. Raises issues of definition and argues the need for peer mentoring. Evaluates mentoring models and explores issues of role modelling, selection, styles, skills and qualities. Covers literature from the USA, Canada, Australia and Europe and spans the period 1793-1996, starting with a British Library reference called “The Female Mentor” and including the recent upsurge in mentoring interest across business and the professions. © 1997, MCB UP Limited

The author argues that community-based organizations can improve the quality and relevance of school-to-work programs. Community-based organizations can integrate secondary schools into broader community economic development initiatives and keep students interested in staying in school. Case studies of four partnerships between schools and community-based organizations are presented to illustrate different approaches and concentrations for school-to-work programs. The author concludes with specific recommendations for creating similar partnerships. © 1997 Corwin Press, Inc.

Recent policies have promoted work-based learning as part of the curriculum. Many students in the U.S. already work in part-time jobs, but spending a lot of hours per week in after-school jobs has been found to detract from students' performance in school. Co-operative education (co-op) ties work to school, usually as part of vocational education. A new longitudinal data set reveals that the negative association between hours worked and GPA is less strong for high school students in co-op than in non-school-supervised jobs. High school co-op also leads to higher wages soon after graduation, mainly because (1) co-op students are less likely to enroll in higher education and (2) recent graduates who are enrolled in higher education earn lower wages than those who work full time. Tying co-op to a curriculum that integrates academic and vocational education might produce better results. [JEL 121, J31] © 1997 Elsevier Science Ltd.

In 1987 the English National Board (1987) made it clear that it supported a move towards an andragogical approach to nurse education. Recently such moves have been questioned as has the validity of andragogy (Darbyshire 1993). In response to such challenges this paper extends some of the arguments made in the article 'In defence of andragogy' (Milligan 1995). It is argued that andragogy provides a framework within which care and other crucial aspects of the nurse-patient/client relationship can be mirrored and thereby facilitated in future practitioners. In the socialization processes inherent in nurse education, care is surely difficult to teach or facilitate unless the philosophy and methods are consistent with such ends. Furthermore, it is frequently argued that as educationalists we need to be consistent in our approach to students with that which we hope to see in their future practice (Bevis & Murray 1990). Andragogy offers a medium through which this can be facilitated. It is essentially a humanistic educational process that values the individual. The power relationship between the educator and student is much more horizontal than is found in the historically common hierarchical educational relationship. An educational process based upon andragogy therefore mirrors important parts of the nurse-patient/client relationship. It offers a theory of education consistent with the aims of modern day nursing practice. We should seek to improve our understanding of andragogy and no longer conceptualize it as one end of a false dichotomy with pedagogy. © Harcourt Brace & Co Ltd 1997.

[No abstract available]

This paper deals with how ‘workplace culture’ and ‘workplace identities’ are (not) constructed in and through the Further Education (FE) curriculum. More specifically, it examines the ways in which two competing identities — one educational and the other, workplace — are negotiated by FE students and sustained through the FE provision in the British setting. Drawing upon Bourdieu’s and Bernstein’s models of ‘cultural reproduction’ associated with mainstream schooling, in the first part of the paper I reassess this conflict model of stratified ‘culture’ and ‘codes’ in the overall context of vocational education. This is followed by an appeal to the Gramscian notion of ‘hegemony’ to suggest a shift towards a consensual form of ‘workplace identity’ negotiation. With the help of data taken from the various stages of the further education process (e.g. course objectives, teacher perceptions, patterns of classroom interaction, students’ work experience narratives), I argue that the competing educational and workplace identities are constituted in the contradictions and ambiguities inherent in further education. © 1996 R. Iedema.