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1.
This article explores the continued importance of teaching a diverse curriculum at a time when issues of racial and ethnic equality and diversity have been increasingly sidelined in the political discussion around ‘British’ values and identities, and how these should be taught in schools. The 2014 History National curriculum, in particular, provoked widespread controversy around what British history is, who gets included in this story and how best to engage young people in increasingly diverse classrooms with the subject. The new curriculum provides both opportunities for, and constraints on, addressing issues of racial and ethnic equality and diversity, but how these are put into practice in an increasingly fragmented school system remains less clear. Drawing on the findings of two research projects in schools across England and Wales, this article examines the challenges and opportunities facing teachers and young people in the classroom in the teaching and learning of diverse British histories. We argue that it is not only the content of what children and young people are taught in schools that is at issue, but how teachers are supported to teach diverse curricula effectively and confidently.  相似文献   
2.
The systemic impact of adoption suggests the need to explore adoption-specific curricula in baccalaureate and graduate degree programs. Using a convenience sample, the present exploratory study collected data in two phases. Phase one included email requests for adoption syllabi to professional email lists and to identified faculty with adoption research and practice expertise. In phase two, 22 faculty members who responded by emailing syllabi were invited to participate in an online survey. Results only begin to unveil what we know about adoption-specific curricula in higher education. Suggestions for future research are discussed.  相似文献   
3.
This paper discusses the extent to which topical planning issues of informality and illegality are incorporated into the educational curricula in Nigerian planning schools. Given the scale and enormity of informal and illegal settlements in Nigeria and other African cities, these issues should be emphasized in the education and training of planning professionals. Yet, few curricula in Nigerian planning schools, including the Nigerian Town Planners Registration Council’s professional curriculum, incorporate informal urban issues. The paper recommends an educational interventionist approach based on recognition of the potential of indigenous knowledge as a means of producing critical and reflective planning graduates who possess the competencies to deal with contemporary settlement challenges. It presents the institutional landscape for planning education and the processes of planning curricular reform and accreditation with a view to revitalizing planning education in Nigeria.  相似文献   
4.
Abstract

A decade or so after the acknowledgement and inclusion of women's issues in mainstream social work courses, we find the circumstances in which such education occurs have changed. The 'third wave' of feminism has revisited the feminist agenda of the 1960s and 1970s; there has been a paradigm shift in what tertiary education is perceived to offer; and global theories have been replaced by post modern interpretations. This article discusses the impact of these changes for social work education drawing on the authors' experiences with the 'Women and Social Work' elective subject in the Bachelor of Social Work Degree at the University of New South Wales, Australia. This elective was popular until the mid 1990s when it failed to attract students. The authors reflect on their experience of teaching the subject and their understanding of current feminism to identify a way forward in the attempt to rekindle student enthusiasm for feminist understandings and provide education which will further the emancipatory project of social work.  相似文献   
5.
Abstract

Social work education in both BSW and MSW level courses is missing vital content about end-of-life care, palliative care, and bereavement. End-of-life care training opportunities through continuing education programs have also been limited. This deficit is significant because a vast number of social workers are already confronted with end-of-life issues on a daily basis in a variety of practice settings. Through the Project on Death in America, Social Work Leadership Development Awards initiative, many programs and models for professional social work education and training in end-of-life care have been developed and are presented in this article. These include: end-of-life care courses, symposia, training manuals, certificate programs and fellowships. Although the curricula continue to be refined, many of these programs are available to practitioners to advance their knowledge and skills and their curricular models are available to social work educators for possible replication.  相似文献   
6.
In the manufacturing organization cost or more specifically cost reduction is an everyday obsession with managers and engineers. To compete globally and win new contracts, manufacturing firms need to learn how to be responsive, lean and efficient. On the other hand, in order to retain and motivate workers, improve systems efficiency and conform to various regulations including health, safety and the environment, manufacturing firms need to continuously invest. Both opposing pressures create a challenging environment for manufacturing managers and engineers. This paper introduces research into how the manufacturing environment is changing and in particular the type of issues that manufacturing managers and engineers need to learn. The paper presents the first results of a study being conducted by a number of academic institutions and industries from around the world into manufacturing education issues. The principle aim of the research consortium is to anticipate the needs of manufacturing organization of the future and to provide a framework for curriculum development within universities that meet these needs. This paper specifically outlines the results of a study of existing manufacturing curricula from around the world and takes an in-depth look at four recently developed masters programmes.  相似文献   
7.
The HOPE Family Project (HIV Prevention for Parents and Early Adolescents) is an eight- session, family-based group intervention modeled on three evidence-based curricula targeting HIV/AIDS and alcohol and drug abuse prevention. The design and implementation of the HOPE Family Project was carried out by an established community collaborative board. The project aims to educate and provide tailored support to families and their youth (ages 11–14), residing in homeless shelters, regarding HIV and alcohol abuse prevention. The group model proved successful in offering an informal social support network for families living in homeless shelters and improving family functioning and youth mental health outcomes.  相似文献   
8.
Ira Wilder 《Social Studies》2013,104(2):67-69
Using data from the National Center for Educational Statistics research spanning fifteen years, researchers examined the impact of national educational policy implementation on the role of social studies in elementary schools. Specifically, with the reauthorization of No Child Left Behind (NCLB) in 2007 and the continuation of federal-mandated testing of English language arts (ELA) and mathematics in grades three through five, researchers sought to understand how policy decisions to extend testing to science affected teacher decisions in regard to instructional time allocations for core subject areas of ELA, mathematics, science, and social studies in elementary schools. Results of this quantitative study offer large-scale evidence of the declining role of social studies in an era in which testing is clearly linked to subject-area importance. Findings provide an overview of the national scope of testing and the ramifications for social studies in elementary schools. Researchers conclude that curriculum standardization, accountability, and high-stakes testing have had adverse affects on social studies time allotments in comparison to tested subjects.  相似文献   
9.
高师数学教师专业化课程的探讨   总被引:1,自引:0,他引:1  
数学教师专业化是教育改革和社会发展的迫切要求.数学教师专业化要求教师有合适的专业知识结构、扎实的教育理论、灵活的教育技能以及坚定的专业思想.而高师数学专业课程定位不坚决,培养目标不到位,专业知识结构还较差,课程设置与内容较滞后,影响了高师数学教师专业化.为此,高师必须改革课程设置、课程内容,增强高师学生的教师素养,加速数学教师专业化.  相似文献   
10.
论述了水利技术经济复合型人才的知识结构 ,总结分析了国内外高等学校现行的水利技术经济复合型人才培养的课程体系 ,在此基础上提出了适应新世纪要求的水利技术经济复合型人才课程体系的设想。  相似文献   
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