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This exhibition was primarily intended to show something of the variety of bibliographies and abstracting journals in the English language. It was not intended to be…
Abstract
This exhibition was primarily intended to show something of the variety of bibliographies and abstracting journals in the English language. It was not intended to be comprehensive; and although an effort was made to include the most authorative works in each field, in some cases the works shown could claim to be little more than representative.
J. English, T.C. Haupt and J.J. Smallwood
Construction by its very nature constitutes a challenge in terms of health and safety (H&S) and ergonomics as it exposes workers to a range of health, safety, and ergonomic…
Abstract
Construction by its very nature constitutes a challenge in terms of health and safety (H&S) and ergonomics as it exposes workers to a range of health, safety, and ergonomic hazards, manual handling included. Internationally, women constitute a minor percentage of the construction workforce. Furthermore, perceptions exist that women are not suited to construction, that construction work is too physical for women, and that the image of the industry discourages participation by women. Whether or not perceptions are just, they are important as people act on them. A study was initiated to determine perceptions relative to: participation of women in general; their role; their capacity; their impact; their potential contribution; barriers to their participation; and general and gender specific issues. The paper reports on studies conducted in South Africa and Tanzania, the salient findings being: women have a role in construction; increased participation by women will contribute to improving the image of construction; women have requirements related to their gender and roles; some construction materials constitute a manual materials handling problem to women, and current welfare facilities for women (such as medical support or child care) are inadequate. The paper concludes that endeavours are necessary to change attitudes, promote participation by women, accommodate women, and improve conditions, particularly H&S.
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LIBRARIANSHIP is an established profession, international in scope, and currently passing through a period of acute shortage of trained personnel. The City of Liverpool, situated…
Abstract
LIBRARIANSHIP is an established profession, international in scope, and currently passing through a period of acute shortage of trained personnel. The City of Liverpool, situated at the gate‐way of the New World, has given its School of Librarian‐ship some of the elements of its international character, while the current dearth of librarians has given it the opportunity to expand.
This chapter provides a retrospective and prospective exploration of some of the challenges faced by doctoral education, specifically as they relate to advanced studies of…
Abstract
Purpose
This chapter provides a retrospective and prospective exploration of some of the challenges faced by doctoral education, specifically as they relate to advanced studies of educational administration (EA).
Methodology
It applies a critical stance to the current status of knowledge in the ‘leadership field’ and the intellectual underpinnings that inform the studies available as reference for doctoral students.
Findings
Nested within wider changing conditions for university and doctoral education, it is argued that the published field as currently constituted suffers from both banal and ‘non-wicked’ leadership orthodoxies that might lead to doctoral stagnation.
Practical implications
Reasons are suggested and prospects considered for revitalising scholarship for the upcoming generation of EA alumni, scholars and practitioners.
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The purpose of this paper is to describe a support course for English-medium instruction (EMI) which continues to expand in European higher education (HE). While the phenomenon of…
Abstract
Purpose
The purpose of this paper is to describe a support course for English-medium instruction (EMI) which continues to expand in European higher education (HE). While the phenomenon of teaching through English is not novel, support for university teachers appears to remain limited despite recognised challenges of EMI such as language proficiency and pedagogical considerations.
Design/methodology/approach
In the course non-native university lecturers in Finland were provided a course to practice various elements of English for academic purposes and receive feedback on their teaching. A pre-course needs analysis was used to determine the main causes for EMI concerns with non-native lecturers, and which elements of English they wished to develop during the course. The course itself consisted of six joint meetings, followed by individual teaching demonstrations, and concluded with a post-course analysis.
Findings
Findings suggest that Finnish university lecturers were pre-course most concerned about the accuracy, fluency and pronunciation of their academic English. Based on the post-course analysis, the most beneficial elements of the EMI support course were the reflective discussions about EMI, the language practice and receiving individual feedback.
Practical implications
The study suggests that support courses for university lecturers involved with EMI should not cover only language but allow lecturers to share their concerns and experiences and to practice in authentic teaching situations in English.
Originality/value
This study describes a pedagogically effective method to assist and encourage lecturers in HE to the use of English in their instruction.
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Jacqueline Manuel and Don Carter
This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for…
Abstract
Purpose
This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.
Design/methodology/approach
Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.
Findings
The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.
Originality/value
This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.
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Nursuhana Alauddin, Saki Tanaka and Shu Yamada
This paper proposes a model for detecting unexpected examination scores based on past scores, current daily efforts and trend in the current score of individual students. The…
Abstract
Purpose
This paper proposes a model for detecting unexpected examination scores based on past scores, current daily efforts and trend in the current score of individual students. The detection is performed soon after the current examination is completed, which helps take immediate action to improve the ability of students before the commencement of daily assessments during the next semester.
Design/methodology/approach
The scores of past examinations and current daily assessments are analyzed using a combination of an ANOVA, a principal component analysis and a multiple regression analysis. A case study is conducted using the assessment scores of secondary-level students of an international school in Japan.
Findings
The score for the current examination is predicted based on past scores, current daily efforts and trend in the current score. A lower control limit for detecting unexpected scores is derived based on the predicted score. The actual score, which is below the lower control limit, is recognized as an unexpected score. This case study verifies the effectiveness of the combinatorial usage of data in detecting unexpected scores.
Originality/value
Unlike previous studies that utilize attribute and background data to predict student scores, this study utilizes a combination of past examination scores, current daily efforts for related subjects and trend in the current score.
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In this chapter, I consider arguments for aligning ELA with the demands of a soon-to-arrive knowledge economy. I ask how these arguments call ELA teachers to prepare students to…
Abstract
In this chapter, I consider arguments for aligning ELA with the demands of a soon-to-arrive knowledge economy. I ask how these arguments call ELA teachers to prepare students to work in an economy that values creativity, interpretation, and cutting-edge literacies – the stock-in-trade of ELA classes. Although these arguments have many strengths – they play down standardization and play up creativity – they rest on faulty assumptions about the number and distribution of high-skills jobs in the near future. Most people will not perform work that leverages creativity and cutting-edge knowledge. Given this reality, I ask how teachers of ELA teachers can take what’s good in the knowledge economy approach and adapt it so diverse students can acquire literacies that may help them succeed in and, perhaps, transform the economic field. This more viable approach to ELA calls teachers to teach not only economically valuable forms of reading and writing but also ways of critiquing and changing economies in line with democratic principles. I illustrate the latter approach to ELA instruction with a scenario activity for a unit on A Raisin in the Sun.
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The purpose of this paper is to discuss the important work of Peter Medway in seeking to define English as a school subject in the period from the 1980s to the early years of this…
Abstract
Purpose
The purpose of this paper is to discuss the important work of Peter Medway in seeking to define English as a school subject in the period from the 1980s to the early years of this century.
Design/methodology/approach
The author reviews the work of Peter Medway.
Findings
The paper addresses the issue of how his work reflected – or not – the curriculum thinking of his time and the complexity of ideas he brought to this endeavour.
Originality/value
This paper is an original look at the work of Peter Medway in the late twentieth and early twenty-first centuries.
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