Culture Change: The Work of C.A. Bowers in Educational Policy

C.A. Bowers has proposed a perspective on educational theory and practice involving cultural literacy and communicative competence. Bowers\u27 proposal addresses culture change through a critical examination of activities in the school curriculum. An overview of this perspective and its possible use in art education is presented

Educational technology in the development of educational work

Los docentes y las instituciones educativas tienen la necesidad de adaptarse al uso e influencia de las tecnologías de la Información y la Comunicación en su tarea diaria. Organismos internacionales y nacionales llevan años proponiendo planes para implementar, adecuadamente, estas nuevas herramientas en el proceso de enseñanza – aprendizaje. Esta implantación de las TIC es un proceso complejo y que lleva tiempo. Incluye dotación material, la capacitación profesional y adaptaciones metodológicas específicas, entre otros.Teachers and educational institutions have the adaptation need of the Communications and Information Technologies use and influence in their everyday tasks. National and International organizations are working for years proposing plans to suitable implement these new tools in the teaching-learning process. This ICT establishment is a complex process and time is needed. It includes material providing, professional capability and methodological adaptations among others

Exploring gambling practices in work and educational environments

The question arises to what extent gambling techniques and theories can actually enhance the educational and transferable skills process as appropriately applied? Could a set of programmes be built into the process as a tacit preventative measure at the vulnerable stages of early life? At present, we do not really know the answer to these questions but it is certainly feasible. The question remains of whether it is desirable. This article therefore examines many of the alleged skills used in gambling situations and attempts to apply them to the workplace

Counselling immigrant adults at an educational institution

The principle of promoting free mobility of citizens has been written into European educational policies. Additionally, the philosophy of educational equality has been clearly included into the educational regulation of most European countries. Furthermore, at the beginning of the twenty-first century the ideas of lifelong learning have been defined to be the goals of improving practice within the educational systems. This means that teachers all over Europe are increasingly facing students with various ethnic backgrounds of all ages and having varied educational backgrounds, life situations and work-experiences and accordingly, being in the need of diverse educational support within educational settings. The growth in demands for equal educational rights for all inevitably strengthens the demands for the development of each teacher’s and counsellor's the skills of the teaching and counselling staff for meeting the individual needs of learners emerging from diverse reasons and counselling them accordingly. However, with this new concentration on the needs of diverse students emerging on issues like immigration, age, race, gender, special educational needs or the like, there seems to be some uncertainty with regards to what the development of these skills might mean for the practices of educational settings, their teachers and other staff and, accordingly, for teacher education training professionals for educational settings. In this article we will provide the reader with a couple of examples of how these challenges have been met within educational settings. Besides offering some examples of good practice of working with immigrant adults we also focus on the challenge of training professionals and in particular to of training teachers working with immigrant adults in educational provisions institutions. With In putting the focus on teachers we would like to underline the importance of every teacher to have having the counselling attitude and skills in his/her everyday practice with immigrant adult learners besides the work done by actual counselling professionals. However, we start our article with by addressing briefly the subject of to adult learners and some grounds of working with immigrant adult learners in educational settings. This starting point provides the conceptual framework for the practical examples to be presented. The first two of these examples are dealing deal with counselling immigrant adult students. They are followed with by examples of some learning tools used in training teachers to work with multicultural adult students

Local and official forms of symbolic control: An Australian case study of the pedagogic work of para-educational personnel

In this paper an analysis is undertaken of the accounts of pedagogic work provided by para-educational personnel working in two government-funded schools situated in a low socio-economic area of an Australian city. Specifically, the paper examines the accounts of two para-educational personnel who identified as Samoan/Pacific Islander and worked to improve the educational outcomes of students from the local Samoan/Pacific Islander community. It is argued that the pedagogic work of para-educational personnel may play an important role in redistributing discursive (informational) resources transmitted through schooling institutions. However, the positioning of para-educational personnel in the field of the local community and the field of education regulates the form/modality of pedagogic work, that is, what is taught and how it is taught. Moreover, the content and form of pedagogic work has the potential for realising inclusive and/or exclusive relations for students from disadvantaged backgrounds

Natural Resources Outreach Coalition: Coordination and Program Delivery, Stone, A

The Natural Resources Outreach Coalition (NROC) is a multi-organizational initiative providing technical and educational assistance to communities in New Hampshire’s coastal watersheds dealing with the effects of growth. The NROC program offered to communities includes an initial educational public presentation, Dealing with Growth, followed by a series of follow-up meetings to help the community focus their goals, develop an action-oriented work plan, and provide the technical and educational assistance needed to help the community meet its goals

The Impact of Interest in School on Educational Success in Portugal

Notwithstanding increased educational expenditure, Portugal continues to record poor educational outcomes. Underlining the weak expenditure-educational success link, a large body of work in educational economics displays that there is a tenuous relationship between a range of school inputs and cognitive achievement. Among others, the inability to establish a clear link between inputs and success has been attributed to the difficulty of controlling for unobserved attributes such as ability, motivation and interest. Against this background, and inspired by a large body of work in educational psychology which explicitly measures constructs such as educational motivation and interest, this paper examines whether a child’s interest in school has any bearing on educational success after controlling for the kinds of variables typically used in educational economics analyses. We rely on two data sets collected in Portugal in 1998 and 2001 and examine the interest-educational success link using both cross-section and panel data. Our estimates suggest that after controlling for time-invariant unobservable traits and for the simultaneous determination of interest and achievement, there is little support for the idea that prior interest in school has a bearing on future educational success.schooling, Portugal, educational outcomes, interest in school

Association Between Blood Pressure and Adverse Renal Events in Type 1 Diabetes.

ObjectiveTo compare different blood pressure (BP) levels in their association with the risk of renal outcomes in type 1 diabetes and to determine whether an intensive glycemic control strategy modifies this association.Research design and methodsWe included 1,441 participants with type 1 diabetes between the ages of 13 and 39 years who had previously been randomized to receive intensive versus conventional glycemic control in the Diabetes Control and Complications Trial (DCCT). The exposures of interest were time-updated systolic BP (SBP) and diastolic BP (DBP) categories. Outcomes included macroalbuminuria (>300 mg/24 h) or stage III chronic kidney disease (CKD) (sustained estimated glomerular filtration rate <60 mL/min/1.73 m2).ResultsDuring a median follow-up time of 24 years, there were 84 cases of stage III CKD and 169 cases of macroalbuminuria. In adjusted models, SBP in the <120 mmHg range was associated with a 0.59 times higher risk of macroalbuminuria (95% CI 0.37-0.95) and a 0.32 times higher risk of stage III CKD (95% CI 0.14-0.75) compared with SBPs between 130 and 140 mmHg. DBP in the <70 mmHg range were associated with a 0.73 times higher risk of macroalbuminuria (95% CI 0.44-1.18) and a 0.47 times higher risk of stage III CKD (95% CI 0.21-1.05) compared with DBPs between 80 and 90 mmHg. No interaction was noted between BP and prior DCCT-assigned glycemic control strategy (all P > 0.05).ConclusionsA lower BP (<120/70 mmHg) was associated with a substantially lower risk of adverse renal outcomes, regardless of the prior assigned glycemic control strategy. Interventional trials may be useful to help determine whether the currently recommended BP target of 140/90 mmHg may be too high for optimal renal protection in type 1 diabetes