Judging debates

HANDBOOK OF SPEECH PATHOLOGY: Edited by Lee Edward Travis. New York: Appleton‐Century‐Crofts, 1957; pp. viii+1088. $12.00.     

A Review of: “Seeing Beyond Blindness Shelley Kinash”

This project addresses the challenge of preparing educational leaders for future roles in administration in K–12 schools. Through a project-based learning scenario set in a 3-D virtual world, graduate students in school administration and instructional technology worked together in simulated school teams to develop proposals for integrating technology into a fictitious school. The scenario provided parameters within which each team developed a proposal to a superintendent for the use of iPads, which included developing plans for professional development, collaboration among faculty and staff, infrastructure to support the technology, alignment with curriculum, and budgets. Teams worked independently of classes to develop proposals that were then posted in the virtual world for review by instructors and other students. The simulation offered opportunities to develop shared leadership and skills in collaboration outside the usual comfort zone of graduate school classes. Student perception of the value of participation provided insight into the design of the project, which will inform future such collaborative efforts among faculty. Results of student surveys and written reflections are shared as examples of the types of data collected for this project.     

“飞去来器”飞回的奥秘

飞去来器飞出去又能飞回的原因,主要是镖臂的截面形状及其自旋,本文以常见的V字形飞去来器为例将有关的物理原理作一介绍(参考剑桥大学休·汉特教授的网页)。     

Problematising pupil voice using visual methods: Findings from a study of engaged and disaffected pupils in an urban secondary school

This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed through pupil scrapbooks and interviews, they were not found to be related to individual pupils in the way that the school policy documentation suggests. Adults respond to pupil voice differently depending on how it is framed—the ‘types’ create discursive practices that determine the things that can be said, by whom and in what way. The visual methods used are reviewed here in the light of findings and are found to be useful in eliciting a range of pupil voices.     

Pedagogy,empowerment and discipline: comparative perspectives of novice teachers in England and Turkey reflecting on ‘the other’

This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.     

Factors shaping organizational dynamics in strategic knowledge management

Knowledge as a valuable asset of organizations is increasingly incorporated into thinking about strategy. Studies of knowledge management (KM) suggest that executives engaged in decision making often have a slender understanding of the strategic significance of knowledge. When addressing the challenge of explicating and designing a knowledge strategy, logics of codification and personalization have been differentiated and commended. The paper draws upon evidence from four case studies to identify factors that shape the evolving contexts of knowledge strategies. It is in these contexts that the challenge of continuously reviewing and revising the mix of codifying and personalizing aspects of strategic KM is practically accomplished. The cases are analysed with reference to external competition, leadership, organizational politics, culture and technology as a basis for advancing a more dynamic framework for the analysis of knowledge strategies.     

"东"写"西"说--提高您的写作能力,加强您对跨文化的了解

休·唐士力出生于伦敦,受教育于英国,他最先学习拉丁和希腊“传统” (或者说死)语言,继而改学“现代”(或者说活)语言:法语、德语、西班牙语。其大部分的职业生涯都在位于法国的一家国际宇航公司的商务部度过,但他始终对语言、语言结构和语言发展保持了浓厚的兴趣。他因为工作原因第一次去中国是在1990年。在后来的12年里,他以每年10次的频率频繁出