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This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support. The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher's identity is tied up with the subject taught. The book is divided into three sections: framing the subject - which defines subject knowledge and raises questions about business education and economics as school subjects. teaching the subject - which looks at pedagogical, curricular and pupil knowledge. business, economics and enterprise within the professional community - which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it. © 2006 Peter Davies and Jacek Brant. All rights reserved.

The relationship between authenticity, or the expression of the genuine self, and transformative adult education was explored through the development of a model of adult education that was used to design and conduct a semester-long course titled Sex and Shame, Spirit and Power for Unitarian-Universalist seminary learners. Grounded Theory analysis of interviews with Unitarian-Universalist ministers and seminary learners was used to analyze the professional needs of Unitarian-Universalist ministers. This analysis was foundation for the development of the objectives of the course. The progression of the course and the implementation of the model of adult learning is described through a first-person narrative of the semester. Details of the course material are provided in Chapters 5 and 6. The academic success of the course was determined through qualitative and quantitative measures of the learners' meeting the course objectives, including analysis of the learners' journals, observations in the classroom, and the Sexuality Opinion Survey. The relationships among the course content, the application of adult learning theories, the authenticity of each of the learners and the authenticity of the teacher are explored through reflective analysis and first-person narrative in order to demonstrate how authentic teaching and authentic learning can be supported by a model of effective adult education theories. A general framework for adult education which can be adapted to meet the needs of teachers, learners and subjects is offered as a way to facilitate authenticity in adult education.

A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n= 27 and adolescent learners, n= 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses. © British Educational Communications and Technology Agency, 2005.

Background: Traditionally, specialty vocational/residency training is totally done in tertiary care university-hospital settings, making it very difficult for specialty residents to learn about the joys and challenges of rural and regional patient care. Description: The University of Western Ontario's Multi-Specialty Community Training Network (MSCTN) was developed to provide specialty residents with the opportunity to do part of their postgraduate vocational training in rural and regional practice settings. The network involves 10 medical school departments/divisions and 7 rural/regional communities. From 1997 to 2004, 174 residents have completed 287 months of rural/regional training. Evaluation: Residents rated their overall learning experience at 6.41 on a 7-point scale. Nineteen of the 39 graduating residents have chosen to practice in rural and regional underserviced communities. Conclusion: Rural/regional specialty postgraduate vocational training rotations can provide excellent learning experiences. Preliminary results indicate that this exposure encourages many specialty residents to establish rural and regional practices. Copyright © 2005 by Lawrence Erlbaum Associates, Inc.

This article explores the previously quite marked absence from English policy debates on 14-19 education of issues that, in other developed countries, would be seen as key elements in the policy landscape. These are: the role of employers as providers of learning; the structure of employers'demand for skills, their recruitment and selection practices and the incentives this creates; the impact of labour market regulation on patterns of post-compulsory participation in vocatipnal education and training. This article argues that these issues help explain our comparatively modest participation rates at 16-18 and that failure to confront such underlying structural factors makes progress on the kind of agenda raised by Tomlinson and the subsequent White Paper extremely problematic. It is suggested that recent developments may mark the start of a change in policy, with labour market issues gaining a new prominence. The article concentrates on the English institutional context, but many of the general points about the labour market and its interaction with young peoples'decisions about education and training hold good across the whole of the UK. © 2005 Taylor & Francis.