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281.
282.
Pat Thomson Christine Hall Lisa Russell 《Changing English: An International Journal of English Teaching》2006,13(1):29-44
When a successful primary school engaged a writer to work with children on an arts project, the teachers and the writer thought that the result would be a lively, publishable product. When the writer worked with the children, he thought that he should use the children's experiences and ideas as a basis for meaningful and engaged composition. However, the result was a text which the head‐teacher and her staff felt was inappropriate. They were concerned that it could bring disapproval from parents and possible adverse publicity. The head refused to publish but continues to worry about this decision. The writer describes the project as censored. In this paper, we suggest that this critical incident raises important questions about the nature of ‘partnership’ between artists and schools and the role of the flagship Creative Partnerships policy and programme. We suggest some possibilities for dealing with such situations in future and argue that Creative Partnerships must do more to promote dialogue about the critical role of the arts and artists in society. 相似文献
283.
Pat Thomson 《Journal of educational administration and history》2019,51(2):87-102
ABSTRACTBusy leaders need time to reflect and renew. They need to consider the particularities of their school and the ways in which they can work with others in the school community to address pressing issues, as well as to make future plans. The metaphor of the studio offers some helpful avenues for thinking how this reflection might occur. Artists use their studios for respite, not knowing, generating new ideas, risk taking, integrating theory and practice, exercising criticality and developing socially just practices. Leaders might take a lead from artists; however, there are both space and time challenges to making the studio a practical possibility. 相似文献
284.
285.
Pat Bazeley 《Higher Education》1998,35(4):435-452
Applications submitted to the Australian Research Council Large Grants Scheme in five discipline groups were examined with a view to determining the extent of influence of biographical and academic track record variables on ratings by independent assessors (peers) and on final outcomes as determined by the Council's discipline review panels. Variables considered included age, gender, type and status of position, institutional base, previous grants history and publication records of the applicants. Age and gender of the applicants did not have a significant impact on outcomes. Those in research only positions were rated more highly, and those in more prestigious institutions were more likely to win support, but these factors were partly accounted for by the more impressive publication records of these groups. The academic status of the applicant was, however, found to make a significant contribution to an explanation of the variance in independent assessor's ratings of the strength of the researcher, along with but additionally to that contributed by publication components of their track record. Assessor's ratings of the strength of the proposal were, as would be expected, the major influence on the final decisions made by review panels, although academic status of the applicant did, again, make a small but significant additional contribution to an explanation of variance in outcome. These results lend some support to the idea that the Matthew effect, or theory of accumulative advantage, has some impact on peer and panel review of applications within the highly competitive arena of Australian Research Council large grants. 相似文献
286.
James Aczel Pat Fung Richard Bornat Martin Oliver Tim O'Shea Bernard Sufrin 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):625-638
This paper describes a research project into undergraduates’ use of a software tool to learn symbolic logic—a complex abstract domain that has been shown to be intimidating for students. The software allows the students to manipulate proofs in certain ways and then calculates the consequences of their actions. A research method has been developed that allowed students’ use of this tool to be modelled, and this model was then used to identify, refine and create visual cues that provide support for students’ reasoning. The focus of this paper is the role of the software as an artefact to aid students’ visualisation of reasoning processes rather than the logic itself. The main mechanisms by which this visualisation is supported are the imposition of constraints on the actions available and the demonstration to students of the consequences of their actions. The study shows that the software encouraged experimentation with different routes to a proof, and constituted a challenge to fixated reasoning. 相似文献
287.
Pat Cryer 《Higher Education》1981,10(4):425-436
This article is based on a survey of universities and polytechnics in the United Kingdom carried out in 1979. The results shed light on the question of who the people are who provide training and development for teachers in institutions of higher education: their departmental attachment, their timetabled involvement, and the facilities that they offer. The article concludes with a discussion of the background to, and implications of, the disparate resources for staff development in universities and polytechnics. 相似文献
288.
Paul Brna Mike Brayshaw Alan Bundy Mark Elsom-Cook Pat Fung Tony Dodd 《Instructional Science》1991,20(2-3):193-214
In this paper we present an overview of the advances in debugging standard Prolog programs. The analysis offered is in terms of a classification of tools that provide different degrees of activity in the debugging process. Other possible dimensions of analysis are also outlined. 相似文献
289.
W. Robinson Crosby Maynard Matteson Robert Stafford William C. Farlow Lyle E. Grooters Irving L. Maranz Chester C. Sutton Ronald Ashby Pat Ryan Jack Fruman William E. Crosby Elwood H. Beaver W. E. Mellown Frank Manzi William H. Allen 《Educational technology research and development : ETR & D》1966,14(2):273-281
290.
Steven Puttick Yvonne Hill Pat Beckley Elizabeth Farrar Antony Luby Adam Hounslow-Eyre 《Ethnography and Education》2020,15(2):137-154
ABSTRACTDespite successive policy interventions, students’ socio-economic status continues to strongly predict educational outcomes. Many schools aspire to ‘close’ this ‘gap’. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured interviews, photography and documentary analysis, findings were constructed through critical dialogue between the group of six researchers. A concept of liminal spaces is used to analyse the schools’ work in seeking to move individuals, families, and communities beyond that which they previously knew, foregrounding norms, practices, and discourses constructed on the ‘inside’, and highlighting aspects in tension with the imagined ‘outside’. These schools’ conceptualisations of poverty are shown to be complex and multifaceted, and suggestions are made to employ liminality for articulating and critically exploring the spaces and transformations that schools seek to construct. 相似文献