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221.
职业自我管理、国家控制抑或其它--试论英国教师教育的改革措施 总被引:5,自引:0,他引:5
在英国,自上个世纪中后期以来,教师教育渐趋成为“官方规定设计领域”,教师教育界日渐丧失职业自主性。本文通过深入论述英国教师教育政策发展,得出结论:专业自我管理和国家控制两种模式都存在着不足。并基于此提出建议:停止有关教师职业专业化的讨论,着手联合所有合法社会力量构建“民主化的教师职业”。而在这一社会性变革过程中,教师以及教师教育者需要成为“变化的推动力”,高校、特别是跨学科的综合性大学更适合探索并传播一个新型的、符合公正社会要求的教师职业基本能力体系。 相似文献
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Aaron C.T. Smith Bob Stewart Sunny Oliver-Bennetts Sharyn McDonald Lynley Ingerson Alastair Anderson Geoff Dickson Paul Emery Fiona Graetz 《Sport Management Review》2010,13(3):181-197
This article reports on 11 narrative-based case histories which sought to: (1) uncover the attitudes of players and athletes to drugs in sport, and (2) explore contextual factors influencing the formation of those attitudes as informed by social ecology theory. Overall, participants viewed the use of banned performance-enhancing substances as cheating, ‘hard’ non-performance-enhancing recreational or illicit substances as unwise, legal non-performance-enhancing substances as acceptable, and legal performance-enhancing substances as essential. In short, attitudes were sometimes quite libertarian, and contingent upon first, the legality of the substance, and second, its performance impact. Results also indicated that athletes’ attitudes about drugs were fundamentally shaped by sport's culture. Other significant factors included its commercial scale, closely identifiable others, early experiences and critical incidents of players and athletes, and their level of performance. 相似文献
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Stephen M. Cullen Mairi Ann Cullen Susan Band Liz Davis Geoff Lindsay 《British Educational Research Journal》2011,37(3):485-500
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their line managers and coordinators in 12 case study LAs) showing that there was one key area in the PSA pilot that was less successful—the engagement of fathers. The article examines views about how to engage fathers and of the barriers explaining the overall absence of fathers from the PSA project. It highlights the dissonance between policy and practitioner guidance, on the one hand, and practice, on the other, with regard to the relative failure to engage fathers with this important initiative. 相似文献
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Deborah Budd 《Community College Journal of Research & Practice》2013,37(9):865-879
This study explores the extent to which community colleges succeed in assisting students to transfer to four-year colleges. The study uses data from the California Community College system to test hypotheses about overall transfers and transfers of underrepresented students, It utilizes a framework based upon social reproduction theory (Bowles & Gintis, 1976) that also includes institutional factors. First, transfer rates differed significantly between groups, with African-American transfer rates being the lowest. Some of our hypotheses were supported, particularly those on the significance of communities with younger students and higher levels of education for transfer levels. A critical mass of students of underrepresented groups is also important for institutions that wish to transfer higher numbers of these students. Institutional effectiveness and level of funds spent on transfer programs did not appear to make any difference in transfer levels. One of the most important findings is that transfer dynamics are very different for each group, suggesting that administrators and policy-makers need to develop more detailed strategies to encourage higher rates of transfer. 相似文献
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Susan Ann Band Geoff Lindsay Jonothan Neelands Vivien Freakley 《International Journal of Inclusive Education》2013,17(9):891-908
Professional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their performance. In this paper, we consider three partnership programmes linking two theatre companies and one dance company with schools that provide high-level mainstream training. The programmes were planned to offer paths to progression for disabled students, and we examine what the programmes have taught us about the characteristics of inclusive practice in drama and dance training that can set disabled students up to succeed. 相似文献
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Maria Pampaka Julian Williams Graeme Hutcheson Geoff Wake Laura Black Pauline Davis Paul Hernandez‐Martinez 《British Educational Research Journal》2012,38(3):473-496
We address the current concerns about teaching‐to‐the‐test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of ‘transmissionist’ pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers’ self‐reported pedagogy. We then use this measure in combination with the students’ survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students’ mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda. 相似文献