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61.
62.
Bill Mulford 《Journal of Educational Change》2006,7(1-2):47-58
This article argues that in order to meet the heightened expectations now placed on schools in a knowledge society, avoid
cultural resistance to positive change by those in schools and achieve improved student outcomes (attitudinal, behavioural
and academic), we need to not only engage multiple forms of leadership but also have a more complex understanding of relationships
between these leaderships and a range of other school and contextual variables. Evidence employed from recent research funded
by the Australian Research Council supported by a range of reviews of mainly North American literature on the effects of leadership
on student outcomes helps with an identification of these variables and their relationships.
Three major, sequential and aligned elements are identified for successful school reform with the leadership emphasis changing
with each element. The first element relates to how people are communicated with and treated. Success is more likely where
people act rather than are always reacting, are empowered, involved in decision-making through a transparent, facilitative
and supportive structure, and are trusted, respected, encouraged, and valued. The second element concerns a professional community.
A professional community involves shared norms and values including valuing differences and diversity, a focus on implementation
and continuous enhancement of learning for all students, de-privatisation of practice, collaboration, and critical reflective
dialogue, especially that based on performance data. The final element relates to the presence of a capacity for change, learning
and innovation, or professional learning community. Each element and each transition between them is facilitated by an appropriate
ongoing, optimistic, caring, nurturing professional development program. 相似文献
63.
Bill Gibson 《Teaching Statistics》1999,21(1):4-7
Visiting industry to see how statistical methods are used in practice is well worth the time and effort which are involved. 相似文献
64.
Brian Rust Bill Harry Mary Laverne Dimmick Judith Glassman Lionel Salter Gerald Bordman 《Communication Booknotes Quarterly》2013,44(8):153-154
Brian Rust The American Record Label Book (New Rochelle, N.Y.: Arlington House, 1978— $20.00) Bill Harry Mersey Beat: The Beginnings of the the Beatles (London: Omnibus Press/New York: Quick Fox, 1978—E2.50/$4.95, paper) Mary Laverne Dimmick The Rolling Stones: An Annotated Bibliography (Pittsburgh: University of Pittsburgh Press, 1978—$7.95) Judith Glassman The Year in Music: 1978 (New York: Crown Publishers, 1978—$15.95) Lionel Salter The Illustrated Encyclopedia of Classical Music: A Guide to Composers and Recommended Recordings (New York: Crown Books (Harmony Books)/London: Salamander Books, 1978—$17.95/8.95) Gerald Bordman American Musical Theatre: A Chronicle (New York: Oxford University Press, 1978—$35.00) 相似文献
65.
Bill Janeway 《Computer Science Education》2013,23(2):155-160
Should a computer science student be able to write a simple interrupt‐answering routine? Can we have students write simple interrupt‐answering routines? What programming assignment can be given to help students understand how “system service calls” work (i.e., how do we get from nonprivilege mode to privilege mode)? Our machines with vendor‐supplied operating systems limit our assignments in some areas. Hence, we must use a “virtual machine.” Virtual machines can be produced using simulators and can be used to reinforce basic concepts by giving programming assignments on them. 相似文献
66.
Robert L. Duran Bill Yousman Kaitlin M. Walsh Melanie A. Longshore 《Communication quarterly》2013,61(1):49-68
The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed. 相似文献
67.
Reading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project—something that, it can be argued, clearly continues into the present. 相似文献
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Countries with similar levels of economic development often implement different education ICT policies. Much of the existing research attributes such differences to economic and political factors. In this paper, we examine the development of ICT policy and implementation in the two parts of Ireland and in two Canadian provinces and find that historical, social and cultural differences also play an important role in the way ICT policies develop. In particular, we see differing historical perceptions of the role of the state and church in education playing a more important role than has hitherto been recognized. 相似文献