The management of institutional life is affected by wider developments in culture. Two of these developments of particular significance for administrators are the growth and…
Abstract
The management of institutional life is affected by wider developments in culture. Two of these developments of particular significance for administrators are the growth and spread of the methods of systems theory and strategic planning, and popular enthusiasm for collegiate or participatory government. Distinctions traditionally made within the educational process and role ascriptions built on these have become blurred. Disengagement from value issues is not possible for administrators who will become increasingly involved in complex decisions affecting the value systems which are transmitted to the young. New educational programmes for administrators are needed to equip them with wider understanding of value issues, including the transformations in values which are characteristic of contemporary culture.
Patricia Cartwright, Judith Chapman, Judith Chapman, Jacqueline McGilp, Malcolm Skilbeck, Ron Toomey, Marian de Souza, Janet Gaff and Irene Williams
In this article, we focus on the practices which have helped overcome a range of specific barriers to participation in adult and community education, and in the process have…
Abstract
In this article, we focus on the practices which have helped overcome a range of specific barriers to participation in adult and community education, and in the process have contributed to cohesion of the group involved and the community in which the program operates. In building and promoting social cohesion we can view learning as a personal journey, and search for meaning as well as a “map that can be used to guide learners along a learning route” (McGivney, 1999, p. 11). As claimed by Chapman and Aspin (2001), lifelong learning for social cohesion will become a reality if we show a readiness to invest in people.
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Analyses models of integrating equal opportunities into the organizationin the context of operant conditioning. Considers reinforcers andpunishers specifically with reference to…
Abstract
Analyses models of integrating equal opportunities into the organization in the context of operant conditioning. Considers reinforcers and punishers specifically with reference to aspects of equal opportunities practice, e.g. harassment, language. Argues that organizations which seem only to implement the law are following poor behavioural programmes, and there will be negative effects. Those who seek a more positive approach based on reinforcing desirable practice will achieve more positive and sustaining outcomes. A shift from equal treatment to the valuing of diversity is also argued for, again based on a consideration of behavioural principles. This requires a reappraisal of what is valued within the organization. Focuses on the feelings engendered by the behaviour of service providers, and provides a framework which can usefully be employed by staff when considering their own practice in the context of equal opportunities.
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This beautifully produced and exciting book is in the best sense a descriptive catalogue of the creative works of children in a small, all‐age country school in New Zealand. The…
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This beautifully produced and exciting book is in the best sense a descriptive catalogue of the creative works of children in a small, all‐age country school in New Zealand. The publishers, the designer (Mr. Roy Cowan), the author, and the children have combined to produce a book whose narrative is threaded with a rich and varied collection of illustrations. These include numerous black and white photographs, large and detailed, of the children at work and play, full‐colour reproductions of paintings, and a magnificent array of lino‐prints, in single colours. The book itself is a fitting testimony to the conception of education through the arts which Mr. Richardson evolved at Oruaiti School.