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1.
Katie Carlisle 《Arts Education Policy Review》2013,114(3):144-148
Arts education partnerships have become an important means for developing and sustaining school arts programs that engage students, teachers, and communities. Tapping into additional perspectives, resources, and support from arts agencies and postsecondary institutions, arts education partnerships strengthen arts education infrastructure within schools and develop a web of sustainable relationships whereby stakeholders mutually benefit. This article provides a snapshot of an arts education partnership in action that develops creative and cultural competencies in middle school students through a theme-based collaborative project approach. This article informs policy by recommending support for arts education partnerships that develop social and creative capital among schools and postsecondary institutions and within the communities surrounding these institutions. 相似文献
2.
Haga SB 《Nature reviews. Genetics》2006,7(3):223-229
Genetics education is essential for preparing the public to engage in an informed debate about the future of genetics research and how its applications affect human health and the environment. This article provides an overview of genetics education resources that are available online, and is relevant to students in secondary education, health professionals, geneticists and the public. It also describes an integrated approach to teaching genetics, emphasizes the need for continuing teacher education, and encourages the involvement of geneticists and health professionals in providing a teaching resource. 相似文献
3.
Richard M. Robinson 《Arts Education Policy Review》2013,114(1):33-37
The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education. 相似文献
4.
This paper explores the relationship between parental education and offspring body weight in France. Using two large datasets spanning the 1991–2010 period, we examine the existence of inequalities in maternal and paternal education and reported child body weight measures, as well as their evolution across childhood. Our empirical specification is flexible and allows this evolution to be non-monotonic. Significant inequalities are observed for both parents’ education – maternal (respectively paternal) high education is associated with a 7.20 (resp. 7.10) percentage points decrease in the probability that the child is reported to be overweight or obese, on average for children of all ages. The gradient with respect to parents’ education follows an inverted U-shape across childhood, meaning that the association between parental education and child body weight widens from birth to age 8, and narrows afterward. Specifically, maternal high education is correlated with a 5.30 percentage points decrease in the probability that the child is reported to be overweight or obese at age 2, but a 9.62 percentage points decrease at age 8, and a 1.25 percentage point decrease at age 17. The figures for paternal high education are respectively 5.87, 9.11, and 4.52. This pattern seems robust, since it is found in the two datasets, when alternative variables for parental education and reported child body weight are employed, and when controls for potential confounding factors are included. The findings for the trajectory of the income gradient corroborate those of the education gradient. The results may be explained by an equalization in actual body weight across socioeconomic groups during youth, or by changes in reporting styles of height and weight. 相似文献
5.
Audrianna Allen 《Arts Education Policy Review》2013,114(3):19-20
In this article, the author examines the current arts education policies in the United States through the lens of Matthew Arnold's work and prose during his time as one of Her Majesty's School Inspectors in England and Wales in the nineteenth century. Arnold argued for government funding of public school systems, setting standards of quality for teacher education, and many other issues that still affect us today. His passion for a liberal education that included everyone, reinforced by his belief in the moral and humanistic goals that could be reached through an education in the arts, helped open the public schools to the humanities that we teach today. The author provides a valuable overview of what Arnold saw, not only in the English and Welsh schools but also in the French and German approach to education. Finally, the author leaves us with a concise list of what Arnold can teach us today about arts education. 相似文献
6.
《Journal of biological education》2012,46(1):77-81
Biological education in developing country schools is, to a large extent, academic, abstract, and oriented toward entrance requirements for higher education. Yet, communities are crying out for help in tackling their development problems—food, water, fuel, health. The paper explores the role of biological education in placing the school in its own local community and the real social-economic environment that surrounds it. Particular reference is made to issue-based biological education in schools as an attempt to bridge the gap between purely academic schooling and education for relevance. 相似文献
7.
Jane Remer 《Arts Education Policy Review》2013,114(3):81-96
This article explores the process of using lessons learned about high quality, effective arts education programs to help local educational leaders and practitioners create their own policy statements. It raises questions about policy implications from those lessons and connects them to the readers'own experience. It provides an intellectual framework and an action agenda for developing local policy at the classroom, school, or district level that supports high quality arts education for every student. It argues that effective arts education programs must be supported by responsive policy and ongoing tax levy funds to have a greater chance for providing quality arts teaching and learning that endures. 相似文献
8.
Dorothy Harkins 《Arts Education Policy Review》2013,114(3):106-118
School-based management, or local school control, is an organizational school reform effort aimed at decentralizing school decision-making that has become prevalent in districts throughout the United States. Using the groundbreaking Chicago system of local school control as an exemplar, this article outlines the implications of such reform efforts for arts education, especially in a time of increasing centralization at the level of federal education policy. Following a brief examination of Chicago's path to school-based management and its impact on the district's arts programs, this article describes both the challenges and the opportunities that such reforms may provide for arts education. 相似文献
9.
Lei Shi 《Journal of Industrial Ecology》2017,21(2):423-429
As a leading university in engineering education in China, Tsinghua University implemented industrial ecology (IE) education in the 1990s. This article describes the evolution of IE education at Tsinghua. Tsinghua mainstreams IE education into green education and engineering education not only by establishing independent courses of IE for both undergraduate and graduate students, but also by incorporating IE principles and knowledge modules into an increasing number of courses. During 2002–2015, a total of 1,023 undergraduates from 33 schools and departments participated in an IE course. To cope with the diversity of participants, four knowledge modules were customized for an undergraduate course: concepts and history; methods and tools; topics and applications; and policy and perspectives. Meanwhile, an interdisciplinary teaching method was adopted by inviting experts from diverse disciplines and organizing group discussions. Though the course has received strong positive feedback, four challenges still remain in IE education: defining the knowledge boundary, presenting an integrated view, utilizing an interdisciplinary methodology, and cultivating a class culture. 相似文献
10.
Eleanor C. Irwin 《Arts Education Policy Review》2013,114(1):43-47
One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a child's development. This article explores the arts in Turkish preschool education from the Ottoman Empire to the present. A framework of how art is included in preschool education has been created, and an attempt has been made to develop a critical, but also solution-oriented, perspective on the Turkish education system as it relates to preschool art education. This perspective can shed light on issues related to the importance placed on preschool art education curricula in the Republic of Turkey in hopes of developing standards comparable to those in place in Western countries. 相似文献
11.
Sandhya R. Bassin Kevin Kohm Nurgul Fitzgerald David A. Cohen 《Endocrine practice》2022,28(3):310-314
ObjectiveCounseling patients about nutrition significantly improves chronic disease outcomes. Endocrinologists are uniquely positioned to educate patients regarding nutrition. The purpose of this study was to define the current state of nutrition education in endocrinology fellowship programs in the United States and assess the needs for future nutrition training.MethodsEndocrinology program directors were surveyed via an online questionnaire between February and April 2021.ResultsThirty-eight program directors responded (25% response rate) to the survey. Twenty-two (58%) programs offered nutrition education. Existing nutrition education offerings were 1 to 5 total hours (13, 34%), primarily didactic (20, 53%), and often led by registered dietitian nutritionists (15, 39%). Only 3 (8%) programs rated their current nutrition education as extremely effective; 95% of respondents believed that further nutrition education was needed. According to respondents, the ideal nutrition education for endocrine trainees should be 1 to 5 total hours (19, 50%) over multiple sessions (25, 66%), be interactive (24, 63%), and be led by registered dietitian nutritionists (26, 68%). The most important topics for independent practice included diet-related behavior modification (21, 55%), components of a healthful diet (19, 50%), and energy expenditure/intake (18, 47%).ConclusionAlthough the majority of the program directors believe that further nutrition education is needed, almost half of the surveyed programs do not offer such training. Programs that offer nutrition education primarily rely on a didactic format. There is an unmet need for interactive, multidisciplinary nutrition education in these programs. 相似文献
12.
Evelyn Gustafsson 《Arts Education Policy Review》2013,114(4):6-11
This article addresses accountability issues that affect music education policy and implementation in the neoliberal education system. Using examples from education reform in Ontario, Canada, the author argues that two forms of accountability imbalances fostered by the neoliberal state—hierarchical answerability over communicative reason and top-down over bottom-up policymaking—allow the use of music curricula for political ends, to the detriment of curricular integrity and classroom delivery. The article also discusses how central governments that are responsible for developing standardized music curricula and allocating resources in an accountability vacuum may tacitly establish that "basic" subjects such as literacy, numeracy, and science are "more mandatory" than a mandated music curricula. The article concludes by recommending ways in which the centralized development of music education policy and resource allocation can be made more equitable both for those who encounter the curriculum at the local level and for the subject. 相似文献
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14.
Perlman RL 《Perspectives in biology and medicine》2011,54(1):75-88
Evolutionary biology was a poorly developed discipline at the time of the Flexner Report and was not included in Flexner's recommendations for premedical or medical education. Since that time, however, the value of an evolutionary approach to medicine has become increasingly recognized. There are several ways in which an evolutionary perspective can enrich medical education and improve medical practice. Evolutionary considerations rationalize our continued susceptibility or vulnerability to disease; they call attention to the idea that the signs and symptoms of disease may be adaptations that prevent or limit the severity of disease; they help us understand the ways in which our interventions may affect the evolution of microbial pathogens and of cancer cells; and they provide a framework for thinking about population variation and risk factors for disease. Evolutionary biology should become a foundational science for the medical education of the future. 相似文献
15.
Betancourt TS 《Culture, medicine and psychiatry》2005,29(3):309-340
This study explored the psychosocial benefits of an emergency education intervention serving adolescents displaced by the
war in Chechnya. It set out to describe key stressors and sources of social support available to youth served by the International
Rescue Committee's (IRC) emergency education program. Interviews were conducted with 57 Chechen adolescents living in spontaneous
settlements in Ingushetia, Russia in the fall of 2000. Of particular interest was the degree to which the education program
addressed specified psychosocial goals. Findings indicated that young people and their families faced a number of physical
and emotional stressors. The data indicated that the emergency education program provided benefits by enriching sources of
social support, providing meaningful activity and a sense of hope for the future, and creating a space for young people to
spend time and connect to others. However, the contrast between the desire of adolescents “to live like other kids” and the
options available to them presented a dilemma for the emergency education program: adolescents craved normalcy, but for any
intervention to be delivered, it had to first begin with creative and adaptive strategies that were by no means a complete
replacement for formal, mainstream education. The programmatic and policy implications of these findings are presented here. 相似文献
16.
Because teaching and learning are regulated by distinct ideas of education and school administration in each of the sixteen states in Germany, an analysis of arts and music education policy shows contradictory results. However, this article reveals that an underlying discourse on the role and importance of music education draws a more homogenous picture. Therefore, the article focuses on parents’ attitudes toward music education within the frame of mobility German society offers. It is shown that middle class parents especially value music as part of a strategy to secure children's future status. On a higher level again this leads to contradictions between verbalized positions on the aims of music education and factual decisions. These contradictions are framed by more general theories on policymaking in a global perspective. 相似文献
17.
Objectives: To investigate the recall of oral health knowledge and confidence by nursing personnel in special housing facilities for the elderly, three years after an education programme. Design: A cross sectional design using a questionnaire. Sample: All nursing personnel, a total of 2,901 subjects, in five municipalities in south‐western Sweden; of whom 950 had attended the programme. The response rate was 67% (1930 subjects). Intervention: An oral health education programme consisting of four one‐hour lessons. Results: The oral health education programme still had an effect on the participants' attitudes towards oral health three years later. When comparing the trained group (OHEP+) which attended the programme with those who did not have training (OHEP‐), the perceived ability, opportunity and the knowledge of oral health were significantly better in the former group, p<0.01 Eurther, within the OHEP‐ group who did not attend the programme there was a significant difference in the perceived ability, opportunity and the knowledge of oral health between those with a higher level of health care education, p<0.01. Conclusions: The effect of an oral health education programme on the participants' attitudes towards oral health persists at least for three years. The data indicate that trainees with a low level of health care education benefit most. 相似文献
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Role incompatibility, education as an investment in human capital, and schooling as a transformative experience are three mechanisms that link women's education to the timing of marriage and first birth. We simultaneously evaluate these different explanations using retrospective life history data for two cohorts of Mexican women collected in a nationally representative sample. Our analyses provide evidence in support of all three hypotheses. While in school young women are at a substantially lower risk of marriage and of a first birth. We find no evidence that women leave school to enter into unions nor do we find evidence that the effect of being a student diminishes with age. Women who work for a wage are also at a lower risk of marriage and a first birth. Once we control for student and employment status, the direct effects of cumulative education on family formation are relatively modest, although cumulative education is strongly associated with positive attitudes towards women's work and a significant increase in the likelihood of premarital and postmarital employment. 相似文献
20.
Editor's Note: This article is the third contribution to AEQ's new feature section, Reflections on the Field, which offers concise, scholarly, reflective articles on key moments, developments, ideas, and individuals in the field of educational anthropology. Here, Richard H. Thompson draws upon ethnographic research, the history of anthropology, and the literatures on multiculturalism and bilingualism and biculturalism to argue that neither multiculturalism nor multicultural education can mitigate the assimilationist and racializing costs that Eurocentrism poses for immigrants and minoritized groups. He proposes instead a sweeping policy of bilingual and bicultural education for all students on the grounds that the education of anthropologists can serve as a model for an educational anthropology that effectively addresses our foundational disciplinary goals. 相似文献