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121.
Ideas about leadership in education, as in other areas of professional practice, increasingly borrow from management and business thinking. In this article I provide a commentary and critique of contemporary leadership in the form of a narrative of my own experience as an educator in a business school. My experience as a woman teacher of largely male, adult management students has underscored my learning about and critique of leadership theory and my own aspirations as teacher and leader. Personal experience is interwoven with theoretical commentary to highlight the limitations of leadership discourses—too often disembodied, de‐gendered and de‐sexualized. By inserting my responses and feelings I also seek to subvert, or at least to add some different dimensions to, intellectualized and inert critiques of leadership. Learning about leadership, including engagement, reaction and contestation, is not just a cerebral undertaking, but emotion laden and thoroughly embodied. I sought to reflect these qualities in this article. 相似文献
122.
123.
Amanda Keddie 《Cambridge Journal of Education》2008,38(2):171-185
Exploring how the transformative intentions within the mandated citizenship curriculum framework for English schools demand a particular kind of citizenship teacher – one who ‘acts against the grain’ of the inequities and injustices of the social world – this paper presents Mr C's story. Mr C is a secondary teacher at an Upper School located north of London. The paper considers the significance of his philosophies and knowledge in enabling practice aimed at developing students' socially inclusive but critical understandings of diversity and difference. Mr C's well‐defined personal philosophies about justice and the ‘common good’ and his capacity to translate these philosophies into practice are presented as central to mobilising the transformative or ‘maximal’ intentions of the citizenship curriculum. In highlighting the complexities and sophistication in Mr C's approach, however, the issues presented in this paper further strengthen the critique regarding the curriculum's depoliticised approach. While Mr C draws on the curriculum as a political device to support equity goals, it cannot be assumed that citizenship teachers more generally will have the requisite philosophies and knowledge necessary to do so. 相似文献
124.
Helen R. Johnson Margaret J. J. Thompson Suzanne Wilkinson Louise Walsh Jonathon Balding Victoria Wright 《教育心理学》2002,22(5):553-556
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied. 相似文献
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127.
Amanda Keeler 《Journal of Radio & Audio Media》2016,23(2):278-287
This essay examines the attempts by many writers to steer the burgeoning U.S. radio industry towards educational uses and programming in the 1920s. At the same time that commercial radio began to take shape, several competing and seemingly incompatible visions of the airwaves emerged—one of which privileged the use of radio for educational purposes. Using discourse from trade journals, general interest magazines, and newspapers, this article explores the calls for educational programming amid the rapidly expanding and consolidating commercial radio industry. 相似文献
128.
As academic libraries create online learning objects, it is important to consider whether such resources actually reach and answer the questions of intended users. This study considers three points of inquiry for one academic library: How its users make their way to the library's tutorials; user preference for searching or browsing for resources, when given both modes of access; and the kinds of online learning objects or tutorials users are seeking. A close examination of Web analytics and users’ search terms within the tutorials interface helped to illustrate patterns of access and highlighted users’ needs for tutorials and online learning objects. 相似文献
129.
Marie S. Tisak Larry P. Nucci Amanda M. Jankowski 《Early education and development》1996,7(2):137-148
Preschool children's social interactions with teachers and peers were observed in the context of moral and prudential events. Twenty groups of children were observed during free play for a total of 164 hours (8 hours per each group). Four types of moral transgressions were observed: physical harm, psychological harm, property loss, and property damage. The majority of the moral transgressions pertained to physical harm and property loss. There were equal frequencies of both moral and prudential physical harm acts; Moral physical harm acts resulted in actual harm; whereas, prudential acts were only potentially harmful. Teachers responded differently to moral and prudential rule violations. Gender differences were noted with regard to instigator, victim teachers' responses, and victims' responses. 相似文献
130.
AbstractThis case study describes the process that the Humanities Programme Team, in Dublin City University’s Open Education Unit, has undertaken with regard to developing a systematic, programme-focused assessment strategy. It charts the development of an Assessment Matrix that facilitated the enhancement of programme coherence in the context of a distributed modular provision model, and facilitated the use of an appropriate range and scaffolding of assessment types in relation to learning outcomes. To conclude, four recommendations on developing a programme-focused assessment strategy are presented: explicitly link assessments to both programme and module learning outcomes; provide adequate supports and resources for those designing and writing assessments; provide those Assessment Writers with appropriate professional development, as well as an opportunity to be part of an assessment writing community; and to embed a programme-focused assessment strategy into a programme’s quality assurance processes. 相似文献