Your search found 19386 results.

Descriptors:
Student Attitudes; Foreign Countries; War; Educational Change; Political Power; Educational History; Advantaged; Power Structure; Politics of Education; Social Class; Futures (of Society)

Abstract:
In this article, I reopen some of the seminal theoretical debates among critical scholars on the nature of educational reform, arguing that there has been a consistent tendency in the literature to dismiss or downplay the significance of "instrumentalist" analyses in favour of cultural/hegemonic and structuralist explanations. As a result, education scholars who advance the instrumentalist emphasis on elite intervention in the policy process and the importance of organised class action have often been dismissed as one-dimensional and conspiratorial. To support this argument--and, by extension, those made by instrumentalist theorists--I bring together historical evidence from Canada and the United States in three historical periods: the mid-nineteenth century, the early twentieth century and post-Second World War. In each of these historical periods, I demonstrate how the structure and purpose of educational institutions were modified largely at the behest of economic elites (closely associated with political power and the professional educational establishment) in order to shape and implement a particular model of educational reform. Central to my argument is that powerful economic actors have always recognised the political nature of schooling and that elite class consciousness is and has been well-developed with respect to educational issues. The concluding section outlines the implications of my arguments for the future of educational reform. (Contains 100 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Item Analysis; Undergraduate Students; Goal Orientation; Prediction; Futures (of Society); Pretests Posttests; Scores; Reading Tests; Correlation; Statistical Analysis; Profiles

Abstract:
In this study, undergraduate students provided confidence ratings to predict future performance in answering questions drawn from the text before reading the text, after reading the text and after rereading the text. Self-reports of achievement goal orientations during reading and posttest scores were also collected. Student's calibration index was the comparison between their predicted posttest performance and actual performance in the posttest. Correlational analyses did not reveal any statistically detectable relationships between self-reported goal orientations and monitoring accuracy, except that bias scores were marginally related to goal orientations. Further cluster analyses and analyses of variance (ANOVA) also showed that student's multiple goal profiles failed to clearly differentiate the groups in terms of their calibration accuracy, yet performance-approach goals did distinguish overconfident from underconfident students. Plausible reasons for the finding were provided and implications for future research were also discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
School Location; Adolescents; School Size; High School Students; Futures (of Society); Longitudinal Studies; Correlation; Socioeconomic Status; Behavior Problems; Educational Environment; Psychological Patterns; Context Effect; Academic Achievement

Abstract:
The association between future orientation and problem behaviors has received extensive empirical attention; however, previous work has not considered school contextual influences on this link. Using a sample of N = 9,163 9th to 12th graders (51.0% females) from N = 85 high schools of the National Longitudinal Study of Adolescent Health, the present study examined the independent and interactive effects of adolescent future orientation and school contexts (school size, school location, school SES, school future orientation climate) on problem behaviors. Results provided evidence that adolescent future orientation was associated independently and negatively with problem behaviors. In addition, adolescents from large-size schools reported higher levels of problem behaviors than their age mates from small-size schools, controlling for individual-level covariates. Furthermore, an interaction effect between adolescent future orientation and school future orientation climate was found, suggesting influences of school future orientation climate on the link between adolescent future orientation and problem behaviors as well as variations in effects of school future orientation climate across different levels of adolescent future orientation. Specifically, the negative association between adolescent future orientation and problem behaviors was stronger at schools with a more positive climate of future orientation, whereas school future orientation climate had a significant and unexpectedly positive relationship with problem behaviors for adolescents with low levels of future orientation. Findings implicate the importance of comparing how the future orientation-problem behaviors link varies across different ecological contexts and the need to understand influences of school climate on problem behaviors in light of differences in psychological processes among adolescents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Biographies; Seminars; Parent Child Relationship; Daughters; Mothers; Feminism; Adolescents; Life Style; Politics; Consumer Economics; Friendship; Social Networks; Risk; Psychological Patterns; Futures (of Society); Social Class

Abstract:
This paper arose through a chance meeting between the two authors who are feminist mothers of teenage and 20 years plus daughters. We were attending an Economic and Social Research Council-funded seminar focusing on "new femininities" in the light of post-feminism and their worth and currency within the new politics of consumption and lifestyle. The seminar contributions resonated for us in two ways. Firstly, we have an interest in femininities, female friendships and how current understandings of these social bonds are being reconceptualised. Secondly, and on a personal note, we were increasingly aware that the seminar discussions framed within the landscape and biographies of risk and hope chimed with the ways our own daughters were currently playing out and negotiating their futures. How do we view the apparent contra-trajectory taken by our daughters who, unlike us, less concerned about seeing education as a ladder to "getting on", seemed intent on "down classing" in their various and successive "choices" of educational pathways and boyfriends? In making sense of shared anxieties, our concerns coalesced around the personal, the familial and, in particular, the maternal relations. It is these inter-generational tensions entangled with the emotional politics of class that are the focus of this paper. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Females; Social Change; Human Body; Health; Futures (of Society); Economic Change; Role; Obesity; Foreign Countries; Interviews

Abstract:
A growing number of authors recognise the increasing expectations placed on young women as the vanguard of economic, social and cultural change. This paper explores how these imaginings have come to bear upon young women's bodies, as part of a special issue on pedagogical responses to the changing position of girls and young women. In examining how "girlhood" has been constituted as the vanguard of cultural change, attention is cast specifically towards the central role of embodiment, health and subjectivity in these images of the future. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Theological Education; Church Related Colleges; Judaism; Jews; Spiritual Development; Holistic Approach; Intellectual Development; History; Futures (of Society); Biblical Literature; Reader Text Relationship; Hermeneutics; Mastery Learning; Teacher Responsibility; Educational Environment; Faculty; Assignments; Reflection; Ceremonies; Marriage; Opinions; Documentation; Institutional Mission; Leadership Training

Abstract:
This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy-training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative. (Contains 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Student Financial Aid; Accountability; Federal Aid; Costs; Educational Policy; Debt (Financial); Accreditation (Institutions); Futures (of Society); Performance Based Assessment; Presidents

Abstract:
For 40 years, federal money has sustained higher education while enabling its worst tendencies. That is about to change. The end may have come on February 12, 2013, when President Barack Obama delivered his State of the Union address. "Skyrocketing costs," the president said, "price way too many young people out of a higher education, or saddle them with unsustainable debt." In a policy document released after the speech, the president proposed the most sweeping change in federal aid since the great debates of the early 1970s. In addition to value-driven accountability measures for colleges, he called for "establishing a new, alternative system of accreditation that would provide pathways for higher-education models and colleges to receive federal student aid based on performance and results." Against a backdrop of a growing number of reports on reforming financial aid, in a handful of words, the president had proposed nothing less than a postinstitutional future of higher education--one in which "colleges," as defined by other colleges, as defined by higher education itself, would no longer have a monopoly over the receipt of public funds. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Role of Education; Religious Cultural Groups; Developing Nations; Foreign Countries; War; Religion; Role of Religion; Ideology; Islam; Ethnicity; Discourse Analysis; Political Attitudes; Curriculum; Futures (of Society); Conflict Resolution

Abstract:
This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Mental Health; Depression (Psychology); Life Satisfaction; Well Being; Residential Care; Family Environment; Therapy; Mental Disorders; Futures (of Society); Health Services; Measures (Individuals); Foreign Countries; Intervention; Interviews; Children; Adolescents

Abstract:
The outcomes of youth accessing residential treatment or intensive home-based treatment are varied. Understanding youth's perceptions of their well-being may inform service. The purpose of this report was to explore perceptions of youth's mental health, life satisfaction, and outlook for the future. Youth reported ongoing struggles with mental health disorders, depression in particular, though youth also reported a sense of well-being and a positive outlook for the future. Many youth were able to articulate the improvements in their mental health and functioning after accessing intensive mental health treatment. Youth also divulged perceptions of their treatment and care. Implications are discussed. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
School Counseling; School Counselors; Professional Identity; Counselor Role; Educational Change; Academic Achievement; Individual Development; Social Development; Career Development; Professional Associations; National Standards; Models; Futures (of Society); Educational Legislation; Federal Legislation

Abstract:
School counseling as a specialty area within the profession of counseling is, in the eyes of many, experiencing a crisis of identity. The crisis, however, truly lies with school counselors struggling to fit the mold impressed upon them by external forces which often contradicts their educational preparation as counselors. We make two main points. First, academic achievement is not the most important domain for the school counselor to place their focus. Rather, personal/social and career development are the areas that school counselors should seek to impact. In addition, school counselors are principally counselors and not educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website