Show Day All Year Round: How Children on the Queensland Show Circuit are Educated.
This article examines the history and nature of the special system of education employed for the show children of Queensland in Australia. Although no systematic comparison has been made, anecdotal evidence from both teachers and parents suggests strongly that the show children's academic attainment...
| Publicado en: | Social Alternatives Vol. 13; no. 3/4; pp. 27 - 32 |
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| Formato: | Artículo |
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Social Alternatives
Oct94
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=9502094379&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 9502094379 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01550306 SAT jtl: Social Alternatives issn: 01550306 maglogo: N pubinfo: dt: Oct94 vid: 13 iid: 3/4 pid: 1283 pub: Social Alternatives artinfo: ui: 9502094379 ppf: 27 ppct: 5 formats: fmt: – @attributes: type: T – @attributes: type: P size: 6.4MB tig: atl: Show Day All Year Round: How Children on the Queensland Show Circuit are Educated. aug: au: Danaher, P. A. affil: Foundation Lecturer in Open and Distance Learning in the Faculty of Education at Central Queensland University in Rockhampton su: Queensland Australia Education Parent-teacher relationships Internet in education Telecommunication in education sug: subj: Education Parent-teacher relationships Queensland Australia All Other Miscellaneous Schools and Instruction Educational Support Services Administration of Education Programs Internet in education Telecommunication in education ab: This article examines the history and nature of the special system of education employed for the show children of Queensland in Australia. Although no systematic comparison has been made, anecdotal evidence from both teachers and parents suggests strongly that the show children's academic attainments are equivalent of children participating in conventional schooling experiences. This suggests two things about those conventional schooling experiences. The first is that the lack of such experiences does not lead automatically to a situation of turbulence or educational dysfunction associated with regularly moving from one school to another. The second is that sitting in a single classroom or remaining at the same school for most of one's formal schooling is not necessarily the ideal context for effective learning experiences. One very obvious difference between itinerant and mainstream children is the former's lack of apparent stability in terms of time and space. Mainstream children have desks at school and at home, storage lockers, and other paraphernalia of conventional schools. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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