DOCSLIB.ORG

Second NALL Bibliography on Informal and Non-Formal Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Second NALL Bibliography on Informal and Non-Formal Learning DOCUMENT RESUME ED 465 027 CE 083 247 AUTHOR Luciani, Teresa . TITLE Second NALL Bibliography on Informal and Non-Formal Learning. NALL Working Paper. INSTITUTION Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. SPONS AGENCY Social.Sciences and Humanities Research Council of Canada, Ottawa (Ontario). REPORT NO NALL-WP-48-2001 PUB DATE 2001-09-00 NOTE 121p. AVAILABLE FROM For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/48 TracyLuciani.pdf. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Active Learning; Adult Education; *Adult Learning; Associative Learning; Aural Learning; Bibliographies; Computer Uses in Education; Cooperative Learning; Discovery Learning; Discrimination Learning; *Education Work Relationship; Educational Research; Ethnography; Experiential Learning; Incidental Learning; Independent Study; Indigenous Populations; Industrial Education; *Informal Education; Intentional Learning; *Labor Education; Learning Theories; Lifelong Learning; Mastery Learning; Multisensory Learning; *Nonformal Education; Nonverbal Learning; Observational Learning; *Prior Learning; Resistance (Psychology); Rote Learning; Second Language Learning; Sequential Learning; Serial Learning; Symbolic Learning; Verbal Learning; Visual Learning IDENTIFIERS *Work Based Learning ABSTRACT This bibliography with 1,273 entries is an updated supplement to the preliminary 1997 bibliography on informal adult learning. It is a useful resource guide for those interested in publications (e.g. academic papers, government reports, grassroots publications) aimed at furthering understanding of how learning and teaching takes place in different settings (specifically, informal and non-formal environments) .The guide also lists resources that address how the different ways that learning and teaching exist in various learning environments can be valued and supported. Introductory materials include bibliography sources and search terms. Entries are grouped into these seven categories:(1) general (overviews, definitions and conceptual distinctions, theories of learning, conceptual factors/histories, research methods and standpoint of researchers);(2) surveys/ethnographies;(3) learning power and action in resisting communities; transitions between learning and work (youth, higher education, seniors, learning and work mismatches) ;(4) learning in the workplace (general; corporations, management, professionals; workers; other work sites);(5) union-based learning;(6) informal learning and technology; and (7) prior learning assessment and recognition.(YLB) Reproductions supplied by EDRS are the best that can be made from the original document. NALL Working Paper Number 48 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) /1f1 This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. D, 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1 SECOND NALL BIBLIOGRAPHY ON INFORMAL AND NON-FORMAL LEARNING Prepared by Teresa Luciani Department of Adult Education, Community Development and Counselling Psychology, OISE/UT September, 2001 A Paper in the Working Paper Series of the SSHRC-funded research network on New Approaches to Lifelong Learning (NALL), Department of Sociology and Equity Studies, Ontario Institute for Studies in Education at the University of Toronto (OISE/UT). BESICOPY AVAILABLE TABLE OF CONTENTS SECTION PAGES PREFACE Bibliography Search Terms NALL Working Papers iv 1. General 1 1.1 Overviews 1 1.2 Definitions/Conceptual Distinctions 11 1.3 Theories of Learning 12 1.4 Conceptual Factors/Histories 16 1.5 Research Methods/Standpoint of Researchers 24 2. SURVEYS/ETHNOGRAPHIES 26 2.1 Surveys 26 2.2 Ethnographies 29 3. Learning Power and Action in Resisting Communities Page 36 of 112 4. Transitions between learning and work Page 43 of 112 4.1 Youth Page 43 of 112 4.2 Higher Education Page 50 of 112 4.3 Seniors Page 53 of 112 4.4 Learning and work mismatches Page 56 of 112 Page 60 of 112 5. Learning in the workplace Page 61 of 112 5.1 General Page 61 of 112 5.2 Corporations, management, professionals Page 75 of 112 5.3 Workers Page 78 of 112 5.4 Other work sites (NG0s, household work, unpaid work, community work, volunteer work) Page 82 of 112 5.5 Union-based Learning Page 89 of 112 6. Informal learning and technology Page 94 of 112 6.1 Informal learning and technology Page 94 of 112 7. PLAR Page 97 of 112 7.1 Prior learning assessment and recognition Page 97 of 112 3 PREFACE One of the objectives of the research network on SSHRC-funded New Approaches to Lifelong Learning (NALL) has been to document the full array of adult learning activities including informal learning. An important aspect of this task has been a continuing review of the relevant research literature. The preliminary NALL bibliography was prepared in 1997 by Matt Adams et al and published as the first paper in this series (see NALL Working Paper Number 1). This second bibliography is intended as an updated supplement. It should be useful as a resource guide for anyone interestedinpublications from academic papers,togovernment reports,tograssroots publications aimed at furthering understanding of how we learn and teach in different settings, specifically informal and non-formal environments, and of how we can value and support the different ways in which we learn and teach in multiple learning environments. As information technology advances, our collective ability to access relevant sources of information increases accordingly. Our second time around, the search terms broadened and we tried to locate relevant sources from a wider variety of databases available to anyone with an internet connection, as well as some databases only accessible to those with university connections. The 'url or address of each database is listed under the Bibliographic Sources and Search Terms section. Teresa (Tracy) Luciani deserves full credit for carrying out this complex search and compiling the second NALL bibliography. We have tried to locate resources that refer to informal and non-formal learning in a variety of learning environments, historical moments, locations, communities and perspectives, as well a variety of data, research methods and forms of representation. Search terms used to locate resources overlap in most databases used, with some more detailed than others. Some of the items listed do not include explicit reference to informal or non-formal learning in their titles but do at least touch on these aspects of learning in the full texts. This bibliography starts where our last bibliography left off, September 1997, and ends in the Summer of 2001. This resource guide itemizes both general theoretical and methodological works and those dealing with a variety of specific themes including learning in different workplaces, transitions, union-based learning, the impact of technology, and prior learning assessment and recognition. In light of the rapidly expanding scope of this field of study, the most useful information may prove to be the bibliographic sources and search terms themselves. Readers are encouraged to use these resources to conduct their own continuing searches. Anyone interested in this field may discover among the sources listed below, other researchers, not-for profit and for-profit organizations, government departments and people interested in informal and non-formal learning who engage with similar issues, as well as new issues that raise challenging questions, and open up possibilities for social change The NALL web site, http://www.nall.ca provides downloadable copies of Working Papers from most of the completed NALL research projects. While the original SSHRC project will conclude within a few months, both this site and the related research program will remain active for at least the next decade under the rubric of the Centre for the Study of Education and Work (CSEW) at OISE/UT. Related project reports will be added periodically. Any comments on this bibliography should be directed to: dlivingstoneoi se. utoronto. ca David W. Livingstone, Director of NALL and Head, CSEW March, 2002 4 Bibliography Sources and Search Terms UMI Pro Quest Digital Dissertations, 1997-2001 Aug http://wwwlib.umi.com/dissertations/ With more than 1.6 million entries, the Dissertation Abstracts database is the single, authoritative source for information about doctoral dissertations and master's theses. The database represents the work of authors from over 1,000 graduate schools and universities. We add some 47,000 new dissertations and 12,000 new theses to the database each year. Available only through institutions, like the University of Toronto, who subscribe to ProQuest Digital Dissertations, which allows you online access to citations and abstracts for every, title in the Dissertation Abstracts database. Titles published since 1997 are available in PDF digital format and have 24 page previews available. Some dissertations can be downloaded or purchased from UMI. Keyword Searches formal education informal education nonformal education self-directed education formal learning informal learning nonformal learning self-directed learning aboriginal
Load more

Recommended publications
  • Council for Economic Renewal Meeting: Paper to Note Annual
    CfER 05/10/2015 Agenda Item 7 – Paper to Note 4C Welsh Ministers’ Business Scheme Education and Skills Annual Update report on implementation of Business Scheme Date Period covered April 2014/March 2015 Lead Departmental Officials for the Business Scheme: Teresa Holdsworth Deputy Director Skills Policy & Youth Engagement Overview of Departmental progress Equipping learners for life and work is a key priority, and this is reflected in the way that each of the Department’s programmes are aligned with this objective. There are four main strategic documents which guide our actions and structure our interactions with employers and other stakeholders. These strategic documents are: The Education Improvement Plan (EIP) - this plan details our strategy for addressing the needs of young people in school aged 3-19. The Policy Statement on Skills (PSS) and Skills Implementation Plan (SIP) - both provide a focus on developing a sustainable and competitive skills system for Wales which incorporates Further and Higher Education, Work-based Learning, Regional Skills Partnerships, employers and their representative bodies. The Higher Education Policy Statement - this document details the support we will offer to learners in Universities aged over 18. The Adult and Community Learning Policy - this strategy is currently under review. There are common themes detailed within each of the above strategic documents which are in line with our commitments contained within the Programme for Government. These common themes are: Jobs and growth Equity and equality Financial sustainability International benchmarking Further, the CBI report ‘First Steps’ is a point of reference for the Department. The report sets out the business view on the reforms that are needed to make a successful education system, drawing on international examples and underpinned by a set of core principles.
    [Show full text]
  • Cardiff University Fellows of the Learned Society of Wales
    Cardiff University Fellows of the Learned Society of Wales Professor Barbara Adam DScEcon FAcSS FLSW (2013) Emerita Professor of Sociology, Cardiff University and the Schumacher Distinguished Fellow at the Schumacher Institute, Bristol University Professor John Aggleton FMedSci FLSW FRS (2011) Professor of Cognitive Neuroscience, School of Psychology, Cardiff University Professor Rudolf Allemann FRSC FLSW (2013) Distinguished Research Professor and Director of Research, School of Chemistry, Cardiff University Professor Paul Atkinson FAcSS FRAI FLSW (2014) Distinguished Research Professor of Sociology, School of Social Sciences, Cardiff University Professor Sir Mansel Aylward CB DSC FFPM FFOM FFPH FRCP FLSW (2016) Chair of Public Health Wales; Director of the Centre for Psychosocial Research, Occupational and Physician Health, Cardiff University Professor Gerrit-Jan Berendse FLSW (2011) Professor of Modern European Literature and Culture, School of European Studies, Cardiff University Professor Huw Beynon DSocSc FAcSS FLSW (Founding Fellow) formerly: Director, the Wales Institute of Social and Economic Research, Data and Method (WISERD), Cardiff University; Professor of Sociology, Research Dean and Director of ESRC Centre CRIC, University of Manchester; Director, School of Social Sciences, Cardiff University Professor Lynne Boddy DSc FLSW (2011) School of Biosciences, Cardiff University Professor Paola Borri FLSW (2013) Professor of Biophotonics, School of Biosciences, Cardiff University Professor David Boucher FRHistS FAcSS FLSW (2011)
    [Show full text]
  • Cardiff Business School MBA Programme
    Cardiff Business School MBA Programme www.cardiff .ac.uk/carbs 01 Why Cardiff Business School? www.cardiff .ac.uk/carbs Introducing Cardiff Business School 01 01 Cardiff Business School: Ranked amongst A Reputation for Excellence Excellence in Teaching the Best Business Schools in the UK Cardiff Business School is ranked 4th in the UK for its research In the last Teaching Quality Assessment exercise, teaching at excellence. The School has recently become a member of both the Cardiff Business School was assessed as ‘excellent’. Our knowledge, American-based AACSB International, The Association to Advance experience and research underpins teaching on all of our Cardiff Business School has an international reputation for Collegiate Schools of Business and of the European Foundation for postgraduate programmes, informing our students of valuable ideas its research excellence. The latest UK Government Research Management Development (EFMD – EQUIS). and practices at the frontier of global business developments. Assessment Exercise has ranked the School fourth in the UK in terms of its research quality. A Global School in the UK A Career Head-start The faculty of Cardiff Business School come from 20 countries, our Graduates of the School are placed on excellent career tracks 70% of the School’s research is ranked either ‘world-leading or current students come from 60 countries and our alumni represent across the range of business and management careers in fi rms and ‘internationally excellent’. The School is ranked 2nd in the UK in 120 countries, refl ecting the School’s global approach to its work and government organizations. Regular recruiters of our students, to terms of the proportion of its research which is ‘world-leading’ its international stature.
    [Show full text]
  • 22-24 August, 2018 Cardiff University, Wales, UK Conference Program
    QMOD 21st International Conference on Quality and Service Sciences Conference Program 22-24 August, 2018 Cardiff University, Wales, UK 21st QMOD-ICQSS Conference The Quality Movement - where are we going? Past, Present, and Future Su Mi Dahlgaard-Park Dr. Professor Lund University Jens J. Dahlgaard Dr. Professor Linköping University The theme of the QMOD2018 conference invites participants to reflect on the evolution of total quality management (TQM) as the most widespread quality management approach during the last 30 years. Even though quality management approaches have been recognised and utilised by industry since the 1930s, the ‘arrival of TQM’ in the last part of the 1980s opened a new era in the quality movement. However, during the first 17 years of the new millennium, the term TQM seems to have lost its attractiveness in the industrialised parts of the world, and instead new terms such as Business Excellence, Organisational Excellence, Operational Excellence, Six Sigma, and Lean seem on the surface to have overtaken the leading position even though the contents of these new terms can and should be understood within the framework of TQM. Many practitioners perceive that these new terminologies are new management approaches which have replaced TQM and hence have little to do with quality approaches. Parallel with these tendencies, we can observe that the interest for TQM is growing in eastern European, some Asian countries (for example China) as well as in many new developing countries. There are, in those countries, numerous dynamic activities for learning, dissemination, promoting and implementing TQM. Also there is right now a growing interest to analyse and discuss the suitability of existing TQM frameworks in the 4th industrial revolution which will affect business environments – internal as well as external environments – including our living environments.
    [Show full text]
  • The Catalogue Announcing the Spanning from 1960 to the Present Work’S Sale
    Sponsored by: ART TORONTO 2008 Toronto International Art Fair (TIAF) TIAF 2008 Advisory Committee René Blouin, Galerie René Blouin 602-1788 West Broadway Jane Corkin, Corkin Gallery Vancouver BC V6J 1Y1 Michael Gibson, Michael Gibson Gallery Tel: 604 730 2065 Grita Insam, Fax: 604 730 2049 Galerie Grita Insam Toll Free: 1 800 663 4173 Olga Korper, Olga Korper Gallery Bernd Lausberg, Lausberg Contemporary 10 Alcorn Ave, Suite 100 Begoña Malone, Galería Begoña Malone Toronto ON M4V 3A9 Tel: 416 960 4525 Nicholas Metivier, Nicholas Metivier Gallery Johann Nowak, DNA Email: [email protected] Miriam Shiell, Miriam Shiell Fine Art Website: www.tiafair.com President Christopher G. Kennedy Senior Vice-President Steven Levy Director Linel Rebenchuk Director of Marketing and Communications Victoria Miachika Production Coordinator Rachel Boguski Administration and Marketing Assistant Sarah Close Graphic Design Brady Dahmer Design Sponsorship Arts & Communications Public Relations Applause Communications Construction Manager Bob Mitchell Printing Friesens Corporation, Altona Huber Printing, North Vancouver Foreword The recognition of culture and art as an integral component in creating livable and sustainable communities is well established. They are primary vehicles for public dialogue about emotional, intellectual and aesthetic values, providing a subjective platform for human connection in our global society. An International art fair plays an important role in the building and sharing of cultural values. It creates opportunities for global connections and highlights the diverse interests of artists, collectors, dealers, museums, scholars and the public. It is with great excitement and pride that I am presenting the 9th annual Toronto International Art Fair - Art Toronto 2008. With an impressive line up of national and international galleries alongside an exciting roster of cultural partners and participants, TIAF has become an important and vital event on the Canadian cultural calendar.
    [Show full text]
  • Journal of Curriculum Studies Research Critical Teaching in Classrooms of Healing: Struggles and Testimonios
    https://curriculumstudies.org E-ISSN: 2690-2788 Journal of Curriculum Studies Research June 2020 Volume: 2 Issue: 1 pp. 95-111 Critical teaching in classrooms of healing: Struggles and testimonios Brian C. Gibbs* * The University of North Carolina at ABSTRACT Chapel Hill, School of Education, Chapel Using testimonio methodology, this article describes the Hill, North Carolina, USA. testimonio and struggle of two Chicanx activist social studies E-mail: [email protected] teachers teaching in a large urban high school serving socio- economically poor Latinx students. Both teach critically, Article Info working to develop their students’ understanding of how their Received: April 24, 2020 ethnic and community histories contrast with larger historical Revised: May 16, 2020 narratives. Both teach the racism, misogyny, and homophobia Accepted: May 16, 2020 rampant in American history by connecting it to the present. They also engage a culturally sustaining pedagogy to give 10.46303/jcsr.02.01.6 students strength from their cultural inheritance. Each approached this differently, one developing an ethnic studies This is an Open Access article distributed course, and the second developing a circulo de hombres, and under the terms of the CC BY-NC-ND 4.0 embedding a youth participation action research. Each teacher International license. tackled critical teaching and healing simultaneously from (https://creativecommons.org/licenses/by- different perspectives yielding a variety of accompanying nc-nd/4.0) struggles. KEYWORDS How to cite Ethnic studies; critical pedagogy; social justice teaching; Gibbs, B. C. (2020). Critical teaching in restorative justice. classrooms of healing: Struggles and testimonios. Journal of Curriculum Studies Research, 2(1), 95-111.
    [Show full text]
  • New Renovated B-School Facilities
    Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate
    [Show full text]
  • Updated February 2018)
    Qualifications Wales Board Member Declarations (Updated February 2018) Name Organisation Whose interest Nature of Involvement Membership – current or past Philip Blaker Primary School (England) Self Governor Current Institute of Directors Self Member Current CCEA Regulation Advisory Self Member Current Committee (Council for the Curriculum, Examinations and Assessment) Caroline Burt Pembroke College, Cambridge Self Employment Current Churchill College, Cambridge Partner Employment Current University of Cambridge Self and Partner Employment Current OCR Partner Board Director Current Chair of Standards Group Cambridge International Self Consultant Current Examinations Cambridge Assessment Partner Syndic (Board Member) Current Ellen Donovan Linc Cymru Housing Association Self Director Current Economy, Science & natural Self Independent Member Current Resources Audit and Risk Committee (Welsh Government) Ann Evans Various Self Consultant Current Robert Lloyd Institute of Directors Self Employee Current Griffiths Business Wales Self Chair Current Wales Council for Economic Self Director Current Renewal Welsh Government Tax Advisory Self Member Current Group Secretary of State for Wales Self Member Current Economic Advisory Group Qualifications Wales Board Member Declarations, Updated February 2018 Syrian Refuge Relocation Self Director Current Taskforce Arts & Business Cymru Wales Self Board Member Current Cardiff Metropolitan University Self Member Current Stakeholder Group Cardiff Business Club Self Vice President Current Noah’s Ark Childrens
    [Show full text]
  • Understanding the Use of Learner-Centered Teaching Strategies by Secondary Educators
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Understanding the Use of Learner-Centered Teaching Strategies by Secondary Educators Carmen M. Cain Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Carmen M. Cain has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Heather Caldwell, Committee Chairperson, Education Faculty Dr. Michelle McCraney, Committee Member, Education Faculty Dr. Barbara Schirmer, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Understanding the Use of Learner-Centered Teaching Strategies by Secondary Educators by Carmen M. Cain MA, University of Mary, 2016 BS, University of Mary, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2020 Abstract Use of learner-centered teaching strategies (LCTS) in the classroom practices improves academic achievement. Secondary educators do not consistently demonstrate the use of these strategies. The purpose of this study was to investigate how secondary educators were using LCTS in their instruction and what support they perceived to need to use such strategies.
    [Show full text]
  • EXPLORING the HIDDEN CURRICULUM WITHIN a DOCTORAL PROGRAM a Dissertation Submitted To
    “IT’S NOT ALWAYS WHAT IT SEEMS”: EXPLORING THE HIDDEN CURRICULUM WITHIN A DOCTORAL PROGRAM A dissertation submitted to the Kent State University College and Graduate School of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Rachel Elizabeth Foot August, 2017 © Copyright, 2017 by Rachel E. Foot All Rights Reserved ii A dissertation written by Rachel E. Foot B.A. (Hons), University of the West of England, 2000 M.Sc., Clarion University, 2003 Ph.D., Kent State University, 2017 Approved by __________________________________, Director, Doctoral Dissertation Committee Alicia R. Crowe __________________________________, Member, Doctoral Dissertation Committee Joanne Kilgour Dowdy __________________________________, Member, Doctoral Dissertation Committee Tricia Niesz Accepted by __________________________________, Director, School of Teaching, Learning Alexa L. Sandmann and Curriculum Studies __________________________________, Dean, College of Education, Health James C. Hannon and Human Services iii FOOT, RACHEL, E. Ph.D., August 2017 TEACHING, LEARNING AND CURRICULUM STUDIES “IT’S NOT ALWAYS WHAT IT SEEMS”: EXPLORING THE HIDDEN CURRICULUM WITHIN A DOCTORAL PROGRAM (pp. 315) Dissertation Director: Alicia R. Crowe Ph.D. The purpose of this qualitative, naturalistic study was to explore the ways in which hidden curriculum might influence doctoral student success. Two questions guided the study: (a) How do doctoral students experience the hidden curriculum? (b) What forms of hidden curricula can be identified in a PhD program? Data were collected from twelve doctoral students within a single program at one university. Participants took part in three sets of semi-structured interviews and data were analyzed using a cross-case analysis. Findings suggest that doctoral students experience mixed messages related to the values and norms of the program when the intended, explicit curriculum is contradicted by a hidden curriculum.
    [Show full text]
  • Building Bridges: Community – University Partnerships for Social Justice
    Building Bridges: Community – University Partnerships for Social Justice A conference to increase awareness of social justice: Examining best practice in developing sustainable Community – University partnerships and community based learning to facilitate regeneration. Thursday 28th March 2013 Cardiff School of Education, Cyncoed Campus Keynote Speakers at Conference Professor David Adamson, OBE Dave Adamson is the Chief Executive of the Centre for The conference organisers are pleased to Regeneration Excellence Wales (CREW). Dave has announce Professor Dave Adamson and extensive experience of research, evaluation and policy Professor Gareth Rees as Key Note Speakers. development in regeneration related areas and has worked with a wide range of regeneration partners including the Professor Gareth Rees Welsh Government, third sector organisations, RSLs and Professor Gareth Rees is from the Cardiff School of Social local authorities in Wales. Dave is internationally recognised Sciences at Cardiff University. His work has investigated for his work on community empowerment in regeneration themes including educational policy, adult learning, the partnerships through his long-term engagement with the learning society and the relationship between learning and design, delivery and analysis of Communities First in Wales. regeneration. Professor Rees is the Director of the Wales His current interests include regeneration policy, measuring Institute of Social & Economic Research, Data & Methods impact, evaluation techniques, community empowerment
    [Show full text]
  • Postmodern View of the Hidden Curriculum
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2007 Postmodern View of the Hidden Curriculum Linda W. Dickerson Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Dickerson, Linda W., "Postmodern View of the Hidden Curriculum" (2007). Electronic Theses and Dissertations. 455. https://digitalcommons.georgiasouthern.edu/etd/455 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 A POSTMODERN VIEW OF THE HIDDEN CURRICULUM by LINDA DICKERSON (UNDER THE DIRECTION OF WILLIAM REYNOLDS) ABSTRACT This dissertation will address the hidden curriculum and the impact that it has on the contemporary classroom. In the twentieth century, America is facing a variety of crises, one being the state of the national educational system, and part of this crisis is the public image that the educational system presents to the public eye through the hidden curriculum. Every institution has a public image or the side of it which first meets the eye, but often these images are deceptive. Schools present a public image in that schools teach much more than they claim to teach and they complete this task through rules, curriculum, and responses to all events and situations. The hidden curriculum actually functions in the open through the practices of the school, and is only hidden in the fact that these practices go unacknowledged by teachers, administrators, parents and students.
    [Show full text]