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121.
Julie A. Timmermans 《International Journal for Academic Development》2013,18(4):305-317
The purpose of this multiple case study was to identify threshold concepts in the careers of educational developers. Twenty-one common threshold concepts emerged, with one threshold concept common among all participants: Facilitating a change process. The remaining 20 threshold concepts were captured in the following three categories: (1) Ways of knowing and being that facilitate change in individuals and in groups; (2) Ways of knowing and being that facilitate systemic change and (3) Core ways of knowing and being. Study results may provide guidance for the design of initial and ongoing formation programmes in educational development. 相似文献
122.
Fernanda T. Orsati Julie Causton-Theoharis 《International Journal of Inclusive Education》2013,17(5):507-525
Describing students with disabilities as presenting ‘challenging behaviour’ is common in US schools. The purpose of this paper is to reveal the discourse utilised by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behaviour. This study examines teachers’ language in four ways: which discourses they draw from, the consequences of engaging in the discourse on practice, what maintains the use of such discourse and finally the possibilities for change. The critical discourse analysis unpacked that teachers begin labelling the students as challenging, not the behaviour. Consequences of this thinking emerged as teachers excluded the students, or what they consider ‘the problems’ from the classroom. Exclusion was found to be the ‘necessary’ response when control is prioritised in the classroom. In sum, the discourse of control is available for shaping how teachers understand and support students. Developing a relationship with students empowers teachers to see past the labels, the control discourse, and truly support students in inclusive classrooms. Finally, implications for practice are shared to improve the experience of inclusive education for both student and teacher. 相似文献
123.
Stephanie Holmes Adrienne Redmond Julie Thomas Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150
Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed. 相似文献
124.
Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible. 相似文献
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David Hopkins Julie Howard Iain Johnston Barbara Glover Sue Woodburn 《School Leadership & Management》2013,33(1):37-53
The paper argues that in respect of the day‐to‐day work activities required in being a headteacher, and in the work relationships involved in running schools, the occupational culture of headship has changed fundamentally. Using the accounts of 20 headteachers, interviewed in respect of their career histories in 1990 and followed up by means of a postal questionnaire in 1992, the paper illustrates the changes experienced and identified by this group of heads. It is argued that a new headteacher is required; that aspects of educational leadership have diminished dramatically in the work culture of headship. 相似文献
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Julie Cwikla 《Teachers and Teaching》2013,19(2):181-197
Teachers with seven years of teaching experience or less (n = 10) participating in a large‐scale mathematics professional development program in the United States were interviewed. The goal of this qualitative study was to better understand less experienced teachers' reactions to professional development and professional support in the teaching profession. The interview data indicate that these less experienced mathematics teachers are not satisfied with their mentors orcollaboration in their department and would welcome opportunities for classroom observations. In addition, these teachers were disappointed and surprised at their more experienced peers' lack of mathematics content knowledge. The results of this study have direct implications for the structure and philosophy for professional development to better serve incoming and less experienced teachers. 相似文献
130.
Alana Barton Karen Corteen Julie Davies Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41
Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness. 相似文献