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2. Each Belongs: The Remarkable Story of the First School System to Move to Inclusion
- Author
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Hansen, Jim and Hansen, Jim
- Abstract
The Hamilton-Wentworth Catholic District School Board has just celebrated 30 Years of Fully Inclusive Education for All. Their mission statement: "EACH BELONGS". This remarkable book by Jim Hansen collects the history--including an extensive collection of documents and letters from teachers and families--that tell the stories of the struggles from the inside over 30 years. For anyone who ever has the thought, "It's a great idea, but let's be realistic," this is an important book. Hamilton is a steel town. It is a collage of immigrant communities. It isn't wealthy. They had no extra funds. They believed it was possible--and important and they just did it. Their secret is extra love and caring for all.
- Published
- 2012
3. College and University Ranking Systems: Global Perspectives and American Challenges
- Author
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Institute for Higher Education Policy, Washington, DC., Sanoff, Alvin P., Usher, Alex, Savino, Massimo, Clarke, Marguerite, Sanoff, Alvin P., Usher, Alex, Savino, Massimo, Clarke, Marguerite, and Institute for Higher Education Policy, Washington, DC.
- Abstract
When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]
- Published
- 2007
4. Occupational Standards: International Perspectives.
- Author
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Ohio State Univ., Columbus. Center on Education and Training for Employment., Oliveira, Joao, Oliveira, Joao, and Ohio State Univ., Columbus. Center on Education and Training for Employment.
- Abstract
These nine papers from a conference of the International Research Network for Training and Development focus on occupational classification, standards, and certification. "Introduction" (Joao Oliveria) presents synopses with highlights from the papers. Part I offers an overview of recent developments in the United States in "Occupational Standards and Certification: Past-Current-Future Trends in the United States" (David Fretwell, Sandra Pritz); Canada in "The Delimitation and Certification of Occupations in Canada" (David N. Wilson); and France, Germany, and the United Kingdom in "Industrial Certification: Lessons from Europe" (W. G. McDerment). The papers highlight issues of delimitation and certification, the role of governments, and the weight of social traditions and institutional forms in shaping new solutions. Part II allows the reader to compare how three countries--the United States, Ireland, and the Netherlands--converge on the essentials while maintaining their own ways of going about the business of occupational delimitation in "An Examination of the Work of Purchasing Managers in the United States Using Job Comparative Techniques" (Eugene W. Muller); "The Development and Implementation of National Vocational Qualifications in Purchasing: Some Issues of Validity and Value" (Andrew Erridge); and "Job Profiles of Purchasing Professionals" (M. Mulder, M. Bellemakers). Part III highlights three emerging issues. "Basic Skills: An Approach to Occupational Classification" (Joao Oliveira) suggests ways in which basic skills may form a conceptual foundation to occupational delimitation, standard setting, and certification. "A Converging System? Explaining Difference in the Academic and Vocational Tracks in England and Wales" (Tim Oates) characterizes factors that affect convergence and divergence in the academic and vocational pathways in the education and training system. "Occupational Standards and Business Ethics" (Judith Marquand) introduces an empirical and conceptual framework for addressing ethical considerations related to occupational standards and certification. (YLB)
- Published
- 1995
5. Rethinking Worklife Options for Older Persons.
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International Federation on Ageing, Washington, DC., JDC-Brookdale Inst. of Gerontology and Adult Human Development in Israel, Jerusalem., Habib, Jack, Nusberg, Charlotte, Habib, Jack, Nusberg, Charlotte, International Federation on Ageing, Washington, DC., and JDC-Brookdale Inst. of Gerontology and Adult Human Development in Israel, Jerusalem.
- Abstract
This volume contains 19 papers that were presented at a conference addressing critical issues related to employment options for older persons. They are arranged in four sections that cover early retirement policies and their implications; older workers of Asia and the Pacific; the impact of technological change on the employment prospects of older persons; and the reorganization of work, leisure, and education over the life cycle. The papers are: "Work, Aging and the Life Cycle" (Xavier Gaullier); "Early Exit and the Employment of Older Workers in the 1990s in the United Kingdom" (Frank Laczko); "Early Retirement Policies and Practices in the United States" (Denise F. Loftus); "Early Retirement and the Middle-Aged" (Malcolm H. Morrison); "Ageism in the British Labor Market" (Alan Walker); "Older Workers in Asia and the Pacific" (John McCallum); "Work, Retirement and Income Security" (Lita J. Domingo); "Older Workers in a Developing Economy" (Nii-K Plange); "Older Japanese Workers" (Michiko Naoi); "The Impact of Technological Change on Employment Prospects for Older Persons" (Harvey L. Sterns); "New Technologies and the Aging of the Labor Force" (Marie-Noel Beauchesne-Florival); "The Impact of Technological Change on Employment for Older Persons from a West German Perspective" (Gerald A. Straka); "Older Workers and Technology" (Robert A. Harootyan); "Implications of Technological Advances for Canadian Workers" (Neil Charness); "The Reorganization of Work, Leisure and Education over the Life Cycle" (Jack Habib, Charlotte Nusberg); "Flexibility and Free Choice in Working Life" (Gosta Rehn); "Does Flexible Life Scheduling Have a Future?" (Fred Best); "Emerging Changes in the Structure of the Employment Relationship and Their Projected Effects on the Distinction between Work and Retirement" (Dan Jacobson); and "Leisure and the Structure of Our Life Worlds" (Jon Hendricks, Stephen J. Cutler). (KC)
- Published
- 1990
6. Higher Education and Lifelong Learners: International Perspectives on Change.
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Schuetze, Hans G., Slowey, Maria, Schuetze, Hans G., and Slowey, Maria
- Abstract
This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)
- Published
- 2000
7. Universities and the Creation of Wealth.
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Society for Research into Higher Education, Ltd., London (England)., Gray, Harry, Gray, Harry, and Society for Research into Higher Education, Ltd., London (England).
- Abstract
The 11 papers in this book examine trends and possibilities concerned with contributions British universities can make to commerce and industry and thereby to the general economic good. Papers are grouped into two parts. In Part 1 papers discuss a new awareness of universities as positive economic engines for change, and in Part 2 papers offer examples and case studies. The papers are: (1) "Re-scoping the University" (Harry Gray); (2) "Knowledge Societies, Intellectual Capital and Economic Growth" (David Robertson); (3) "How Universities Can Thrive Locally in a Global Economy" (John Goddard); (4) "Measuring the Economic Impact of Universities: Canada" (Marc Trudeau and Fernand Martin); (5) "The Changing Relationship Between Higher Education and Small and Medium Sized Enterprises" (Martin Banks); (6) "The Role of Universities in Economic Growth: the ASEAN Countries" (Paul Milne); (7) "Universities and Communities: Cases from North-East England" (Derek Fraser); (8) "The Impact of a New University on its Community: The University of Warwick" (Michael Shattock); (9) "Salford University: An Historical Industrial Partnership" (Peter Brandon); (10) "The University of Sheffield's Regional Office: Forging Relationships Between a Traditional Civic University and Its Regional Community" (Marilyn Wedgwood and Brigitte Pemberton); and (11) "Towards the Community University" (Harry Gray). (Individual papers contain references.) (DB)
- Published
- 1999
8. Young Workers: Varieties of Experience.
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American Psychological Association, Washington, DC., Barling, Julian, Kelloway, E. Kevin, Barling, Julian, Kelloway, E. Kevin, and American Psychological Association, Washington, DC.
- Abstract
This book contains nine papers devoted to the psychological experience of youth employment and its role in shaping future employment experiences and expectations. "Introduction" (Julian Barling, E. Kevin Kelloway) emphasizes the diversity of young people as a group and the diversity of individual youth's employment experience. "The Nature of Youth Employment" (Catherine Loughlin, Julian Barling) examines relationships between employment quality and young people's work-related attitudes and behaviors. "Learning To Work: The Development of Work Beliefs" (E. Kevin Kelloway, Steve Harvey) explores the impact of learning before and during employment. "Gender Differences in Employment and Income Experiences among Young People" (Serge Desmarais, James Curtis) considers previous and new research on gender and youth employment. "Developmental Consequences of Youth Employment" (Michael R. Frone) reviews developmental outcomes of employment among adolescents. "Child Labor and Exploitation" (Chaya S. Piotrkowski, Joanne Carrubba) discusses child labor in the United States and worldwide. "Occupational Safety and Health in Young People" (Dawn N. Castillo) details the substantial risks that employment poses to U.S. youths. "Reconceptualizing Youth Unemployment" (Graham S. Lowe, Harvey Krahn) documents how school-to-work transition and life course perspectives can enrich a social-psychological understanding of youth unemployment. "Youth and Labor Representation" (Daniel G. Gallagher) reviews current trends and future directions in the relationship between young people and labor unions. All papers include substantial bibliographies. (MN)
- Published
- 1999
9. Teaching Improvement Practices: Successful Strategies for Higher Education.
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Wright, W. Alan and Wright, W. Alan
- Abstract
This volume contains 15 papers on strategies for improving teaching in higher education with a focus on perceptions of current practices particularly in the United Kingdom, the United States, Australia, and Canada. The papers are: "Teaching Improvement Practices: International Perspectives" (W. Alan Wright and M. Carol O'Neil); "Understanding Student Learning: Implications for Instructional Practice" (Christopher K. Knapper); "Increasing Faculty Understanding of Teaching" (Keith Trigwell); "Preparing Faculty as Tutors in Problem-Based Learning" (David Kaufman); "Introducing Faculty to Cooperative Learning" (Barbara J. Millis); "Improving Laboratory Teaching" (Elizabeth Hazel); "From Shaping Performances to Dynamic Interaction: The Quiet Revolution in Teaching Improvement Programs" (Richard G. Tiberius); "Faculty Development Workshops and Institutes" (James Eison and Ellen Stevens); "Using the Teaching Portfolio to Improve Instruction" (Peter Seldin, and others); "Preparing the Faculty of the Future to Teach" (Laurie Richlin): "The Development of New and Junior Faculty" (Milton D. Cox); "Improving Teaching: Academic Leaders and Faculty Developers as Partners" (Mary Deane Sorcinelli and Norman D. Aitken); "Promoting Inclusiveness in College Teaching" (Nancy Van Note Chism and Anne S. Pruitt); "National-Scale Faculty Development for Teaching Large Classes" (Graham Gibbs); "The Impact of National Developments on the Quality of University Teaching" (George Gordon, Patricia A. Partington). An index is included. (Most papers contain references.) (JB)
- Published
- 1995
10. Academic Work: The Changing Labour Process in Higher Education.
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Society for Research into Higher Education, Ltd., London (England)., Smyth, John, Smyth, John, and Society for Research into Higher Education, Ltd., London (England).
- Abstract
This collection of papers examines what academics do as a work process and how that is changing dramatically with the fiscal crises being experienced by most governments around the world. It explores how academic work is organized, how it is enacted, in whose interests, and with what ultimate effects. Papers include: "Markets in Higher Education: Australia" (Simon Marginson); "States, Economies and the Changing Labour Process of Academics: Australia, Canada and the United Kingdom" (Henry Miller); "Canadian Universities and the Impact of Austerity on the Academic Workplace" (Howard Buchbinder and P. Rajagopal); "Goal Setting, Domestication and Academia: The Beginnings of an Analysis" (Mick Campion and William Renner); "Higher Education and the State: The Irony of Fordism in American Universities" (Wesley Shumar); "The Culture of Assessment" (William G. Tierney and Robert A. Rhoads); "Entrepreneurial Science and Intellectual Property in Australian Universities" (Sheila Slaughter and Larry Leslie); "The University of Life plc: The 'Industrialization' of Higher Education?" (Richard Winter); "Deck Chairs on the 'Titanic': Award Restructuring for Academics in the Age of Economic Rationalism" (Jan Currie and Roger Woock); "Beyond the Multiversity: Fiscal Crisis and the Changing Structure of Academic Labour" (Clyde W. Barrow); "Higher Education as a Form of Labour Market Reform" (Kerry Barlow); and "The Gendered Management of Equity-Oriented Change in Higher Education" (Anna Yeatman). (Each paper contains references.) (JDD)
- Published
- 1995
11. Adult Education in Retrospective: 60 Years of CONFINTEA
- Author
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United Nations Educational, Scientific, and Cultural Organization (UNESCO) (Brazil), Ireland, Timothy Denis, Spezia, Carlos Humberto, Ireland, Timothy Denis, Spezia, Carlos Humberto, and United Nations Educational, Scientific, and Cultural Organization (UNESCO) (Brazil)
- Abstract
The present document on the Sixty Years of CONFINTEA was inspired by the desire to register the long fecund history of a global movement which has spanned six decades. Official records and documents produced by and for the conferences, in particular the final reports, elaborated by UNESCO were used as an important source. This process of historical recovery became equally important as a means of undertaking a transversal reading of the development of the concept of adult education, embracing the post-war years, the period of decolonization, the Cold War and the attack on the twin towers in New York. In Knoll's words, it "(…) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself." In addition to the CONFINTEA documents, other documents were included which possess a fundamental link with the Conferences and what they represent in terms of the struggle for the right to education, in the spirit of education for all and in the perspective of lifelong learning and education. Following an introduction, the following papers are included: (1) "The history of the UNESCO International Conferences on Adult Education--From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes (Joachim H. Knoll); (2) Sixty years of CONFINTEA: a retrospective analysis (Timothy D. Ireland); and (3) The CONFINTEA agenda: work in progress (Timothy D. Ireland). Nine annexes include the following summary reports: (1) Universal Declaration of Human Rights; (2) First International Conference on Adult Education (1949); (3) Second International Conference on Adult Education (1960); (4) Third International Conference on Adult Education (1972); (5) Recommendation on the Development of Adult Education adopted by the UNESCO General Conference at its 19th session (Nairobi, 26 November, 1976); (6) Fourth International Conference on Adult Education (1985); (7) Fifth International Conference on Adult Education (1997); (8) Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting; and (9) Sixth International Conference on Adult Education (2009).
- Published
- 2014
12. Accountability and the Public Trust: Restoring the Balance. An Annotated Bibliography
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Centre for Literacy of Quebec (Canada) and Beaulieu, Paul
- Abstract
This bibliography was compiled for the 2006 Summer Institute at The Centre for Literacy-"Accountability and Public Trust: Restoring the Balance." The selections include lectures, research studies, policy papers, and government documents that describe and analyze recent concepts of accountability in the context of government funding in the non-profit sector in several countries. They look at issues of assessment and accountability in the broad field of education and more narrowly in the fields of adult literacy and adult basic education. Each section has been arranged in chronological order to reflect the evolution of ideas over the past two decades. Although far from exhaustive, the selected entries offer a set of essential readings on the topic and a point of entry for further research. The references, from Canada and a number of other countries, including the United States, the United Kingdom, Australia, and New Zealand, show the experience of accountability in the different countries to be remarkably similar. Put together, the references and annotations also form a narrative. Research for this bibliography included thorough searches of: the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL); the Literacy Information and Communication System (LINCS) database; National Center for the Study of Adult Learning and Literacy (NCSALL); the Education Resources Information Center (ERIC); The Centre for Literacy resource collection; and the web sites of numerous national/international agencies with an acknowledged stake in literacy and lifelong learning. Further recommendations were contributed by participants at the Summer Institute. An Author/Editor Index and a Title Index are included.
- Published
- 2006
13. Adult Basic Education: Impact of Policy on Practice. An Annotated Bibliography
- Author
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Centre for Literacy of Quebec (Canada) and Elliott, Claire
- Abstract
This bibliography was compiled for The Centre for Literacy's 2004 Summer Institute: "Adult Basic Education: Impact of Policy on Practice: International Perspectives". The references and annotations point to relevant research studies, advocacy papers, and government documents that describe and discuss the role that policy plays in shaping program-level structures and practices in the adult literacy and basic education sector in Canada, and internationally. This list is not exhaustive, but represents a core set of essential readings on the topic and offers a solid starting point for more in-depth research. Research for this bibliography involved thorough searches of: The Centre for Literacy resource collection; the Education Resources Information Center (ERIC); the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL) "LINCS" database; and numerous national and provincial government and organizational web sites. All sources of information appear in the annotated list of web sites. Search terms included: adult basic education; adult education; adult literacy; educational policy; lifelong learning; literacy policy; policy formation. The annotations are abridged or edited versions of existing author or ERIC abstracts, though where no abstract was available, one was written. The original source of all annotations is identified in square brackets.
- Published
- 2004
14. CHAPTER 8: MODERN INDUSTRIAL RELATIONS IN AUSTRALASIA, CANADA AND THE UNITED KINGDOM.
- Subjects
INDUSTRIAL relations - Abstract
The last chapter carried forward the evolution of the industrial relations field in the United States over the last third of the twentieth century. This chapter does the same for the Anglo-American countries of Australia, Canada, New Zealand and the United Kingdom. This period saw the growth, consolidation and golden age of industrial relations in each country. The events, people and ideas that contributed to the field's ascendancy are described and analysed. After the golden age, the industrial relations field in all four countries started on a downward trend, albeit not nearly as steep as in the United States. The reasons for this decline are also described. [ABSTRACT FROM AUTHOR]
- Published
- 2004
15. CHAPTER 2: THE BIRTH AND EARLY DEVELOPMENT OF INDUSTRIAL RELATIONS: NORTH AMERICA.
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HISTORY of industrial relations - Abstract
This chapter tells the story of industrial relations' birth and early years of development. The time span is roughly the two decades from the early 1910s to the first half of the 1930s. The birthplace of industrial relations is the United States of America, although Canada also enters the picture at key places. Described in this chapter are the major events, ideas and people involved in the founding and early institutionalization of industrial relations, as well as the emergence of two alternative and partially rival schools of thought with regard to research and practice in industrial relations. After emerging in North America in the late 1910s, industrial relations next appeared in the United Kingdom in the early 1930s -- a subject reserved for the next chapter. [ABSTRACT FROM AUTHOR]
- Published
- 2004
16. Learning for Development: Selected Speeches of Sir John Daniel and Colleagues, September 2006-February 2007
- Author
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Commonwealth of Learning and Commonwealth of Learning
- Abstract
The third in a series published by the Commonwealth of Learning (COL), this booklet reproduces five addresses and one article from late 2006 and early 2007. This collection of speeches is entitled "Learning for Development" because that is the focus of the work of the COL's work. The addresses presented here were given at the opening and closing ceremonies of the highly successful "4th Pan-Commonwealth Forum on Open Learning" held in Jamaica in late 2006. The last text in the collection is an autobiographical piece written for a book of reminiscences by veterans of open and distance learning. The speeches in this collection are: (1) Learning for Livelihoods: The Key to Development by Sir John Daniel (Learn@Work Week, Canadian Society of Training and Development (CSTD), Toronto, Canada, September 18, 2006); (2) Achieving Development Goals: Innovation, Learning, Collaboration and Foundations: Learning for Development by Sir John Daniel (Remarks at the Opening Ceremony of the Fourth Pan-Commonwealth Forum on Open Learning, Ocho Rios, Jamaica, October 31, 2006); (3) Achieving Development Goals: Innovation, Learning, Collaboration and Foundations: The Road to London by Sir John Daniel (Remarks at the Closing Ceremony of the Fourth Pan-Commonwealth Forum on Open Learning, Ocho Rios, Jamaica, November 3, 2006); (4) eLearning in Open Learning: Sacred Cow, Trojan Horse, Scapegoat or Easter Bunny? by Sir John Daniel, Paul West, and Wayne Mackintosh (16th Conference of Commonwealth Education Ministers Stakeholders Conference, Theme: Learning Support, Materials and Technology, Capetown, South Africa, December 11, 2006); and (5) How Can Learning Contribute to Development? by Sir John Daniel (The Dennis Irvine Lecture, University of Guyana, Georgetown, Guyana, February 27, 2007). The last text in the collection is entitled, "Reflections on a Career in Distance Education" by Sir John Daniel (January 2007; Contains 3 references).
- Published
- 2007
17. Teaching and Learning in Later Life: Theoretical Implications. Studies in Educational Gerontology 4.
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Glendenning, Frank and Glendenning, Frank
- Abstract
This book contains nine papers on the development of education for older adults in the United Kingdom and Canada against the background of an aging population and the challenge of lengthening life expectancy. "Foreword" (David James) presents an overview of the book's contents and underscores the importance of motivation to learning in later life. "The Education for Older Adults 'Movement': An Overview" traces developments in self-help education for older adults, including university-of-the-third-age and continuing education programs. The following are among the topics discussed in "Some Critical Implications": lifelong learning; critical theory; the functionalist paradigm; the context of old age; liberation and empowerment; hegemony; andragogy; and critical educational gerontology. "Critical and Educational Gerontology: Relationships and Future Developments" (Chris Phillipson) considers critical gerontology in relation to the crisis of old age, the issue of identity, the self in old age, and emancipation. "Changing Attitudes to Ageing" examines age-related stereotypes and strategies for changing attitudes toward aging. "Education for Older People: The Moral Dimension" (Robert Elmore) argues that access to educational gerontology should become a public policy priority. "Critical Educational Gerontology and the Imperative to Empower" (Sandra Cusack) operationalizes the concept of empowerment in the areas of leadership training and mental fitness and identifies techniques to empower older learners. "Educational and Social Gerontology: Necessary Relationships" explores the relationship between education gerontology and social gerontology. "The Debate Continues: Integrating Educational Gerontology with Lifelong Learning" (Alexandra Withnall) considers issues in the debate surrounding the philosophical and emerging theoretical approaches to educating people who are beyond working age. "Teaching and Learning in Later Life: Considerations for the Future" makes a case for further development of the theoretical basis of educational provision for older adults. The bibliography contains 207 references. (MN)
- Published
- 2000
18. Report of the Commissioner of Education for the Year Ending June 30, 1904. Volume 1
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Department of the Interior, United States Bureau of Education (ED)
- Abstract
Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]
- Published
- 1906
19. Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II
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Department of the Interior, United States Bureau of Education (ED)
- Abstract
This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]
- Published
- 1895
20. Intensive Language Teaching and Learning: Initiatives at School Level.
- Author
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Centre for Information on Language Teaching and Research, London (England)., Hawkins, Eric, Hawkins, Eric, and Centre for Information on Language Teaching and Research, London (England).
- Abstract
This British collection of essays on intensive second language instruction is divided into four groups. A section on intensive courses outside Britain includes: "Intensive Courses in a German Youth Hostel"; "Intensive German from an Austrian Perspective: An LEA Initiative"; and "Integrating Intensive Sessions into the Sixth Form Curriculum." Papers on bilingual and immersion education include: "Goff's School, Hertfordshire"; "Mill Hill School, London"; "Heathside School, Surrey: Birth of a Section Bilingue'"; "An Experiment: Cookery in French"; "'Immersion' in Canada and Wales: A Background Note"; and "A Case History from Wales." A group on intensive courses at local centers includes: "Intensive Foreign Language Courses in Hertfordshire;""'Immersion' in the European Resources Centre in Leicestershire"; "An Intensive French Course for Underachievers"; "Intensive Courses at Burwell House, Cambridgeshire"; "Peers School, Oxford: Three Possible Patterns"; "Lancashire College, Chorley"; "Intensive Teaching in Kingston-upon-Thames"; and "Building Intensive Days into the Curriculum." Essays on cooperative programs linking teacher training and schools include: "Building Bridges: Intensive Language Teaching in Partnership"; "Intensive Days for Schools: Using Student Teachers at Goldsmiths'"; and "Training Teachers for Intensive Teaching: The Sheffield Experience." A concluding essay looks at future directions. A list of resources and a bibliography are appended. (MSE)
- Published
- 1988
21. Education for All: A Landmark for Pluralism.
- Author
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Verma, Gajendar K. and Verma, Gajendar K.
- Abstract
Studies of multicultural education in Australia, Canada, the United States, and the United Kingdom are presented to make the argument that multicultural education must be for all children, not only those in minority groups. These 14 papers were collected by the Committee of Enquiry into the Education of Children from Ethnic Minority Groups established in 1979 by the British government. They are the following: (1) "Education for All: A Landmark in Pluralism" (Gajendra K. Verma); (2) "Equality of Opportunity, Multiculturalism, Anti-Racism and Education for All" (John Rex); (3) "The Origins of the Ethnocentric Curriculum" (Sally Tomlinson); (4) "Education for All: Social Reconstruction or Status Quo?" (Millicent E. Poole; Judyth M. Sachs); (5) "The Pluralist Dilemma Revisited" (Brian M. Bullivant); (6) "Education for All: A Canadian Dimension" (Christopher Bagley); (7) "International Interdependence: Swann's Contribution" (James Lynch); (8) "Teacher Education in a Multicultural Society" (Maurice Craft); (9) "Ignorance, Not Hostility: Student Teachers' Perceptions of Ethnic Minorities in Britain" (Louis Cohen); (10) "A New Planet?: Tackling Racial Inequality in All-White Schools and Colleges" (Barry Troyna); (11) "Warner and Swann: Similarities and Differences" (Peter Mittler); (12) "Research in a Plural Society: Pitfalls and Possibilities" (James Cornford); (13) "The Hermeneutics of the Swann Report" (Bhikhu Parekh); and (14) "Postscript--Cultural Pluralism: Strategies for Change" (Gajendra K. Verma). A foreword (Shirley Williams), an index, and information about the contributors are also included. (Author/VM)
- Published
- 1989
22. Trust in immigration vital.
- Subjects
IMMIGRANTS ,POLITICAL trust (in government) ,GOVERNMENT policy ,EMIGRATION & immigration - Abstract
The article reports that public opinion and trust on the immigration system of a country is important for the government to function for the benefits of the people focusing on the difference in public consultation on immigration issues in Great Britain and Canada.
- Published
- 2018
23. Youth, Education and Risk: Facing the Future.
- Author
-
Dwyer, Peter, Wyn, Johanna, Dwyer, Peter, and Wyn, Johanna
- Abstract
This book examines how social and economic changes in the past 20 years have affected the lives of Western youth and changed their attitudes toward and experiences of work, education, relationships, and health. Part 1 reviews 10 years of research, policy, and practice related to individuals aged 15-30 in the United Kingdom, Australia, the United States, and Canada. Part 2 questions the validity of approaches to educational research and policy that measure youth life patterns with reference to past norms. The need to develop new research and policy frameworks that are more in tune with the changed conditions of life for Western youth is emphasized, as is the need to draw together international and local research findings. The following are among the specific topics discussed: (1) the difficulties of balancing options and establishing oneself in adult life; (2) the problems of youth outside the mainstream; (3) the shortcomings of policies formulated with reference to the supposed "mainstream"; (4) coping with change; (5) student hopes and outcomes; (6) the gender factor; (7) the problems of at-risk youth and policy solutions; and (8) changing life patterns and careers and the need to rethink careers. (Thirty-six tables/figures are included. The bibliography contains 250 references.) (MN)
- Published
- 2001
24. Workfare States.
- Author
-
Peck, Jamie and Peck, Jamie
- Abstract
This book discusses the evolution of workfare policies in the United States, Canada, and the United Kingdom. Chapter 1 defines the term "workfare" and examines the concepts of transnationalizing workfare and workfarist labor regulation. Chapter 2 establishes workfare's theoretical context and explores the relationship between welfare arrangements and the labor market from the days of the workhouse system through the days of the welfare state to the emergent workfare system. Chapter 3 considers the origins of workfare in the context of restructuring or "reform" of the previous welfare programs in the United States and explores the range of meanings associated with the regulatory term "workfare" within different historical and geographical contexts. The history of welfare and workfare politics in Massachusetts is traced in Chapter 4. Chapter 5 presents a critical analysis of the methodology and interpretations of Riverside, California's Greater Avenues for Independence program. Chapter 6 traces Canada's path from welfarism to workfarism, and Chapter 7 describes the United Kingdom's recent embrace of workfare. Chapter 8 begins by presenting an abstract examination of workfare and its contradictions and ends by speculating on the future course of workfare politics. (Twenty tables/figures are included. The bibliography contains 607 references.) (MN)
- Published
- 2001
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