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Colin Richards 《Journal of Philosophy of Education》2001,35(4):655-665
In many countries school inspection is a major way in which schools are held accountable. This article sets out some of the limitations of inspection. The aims of inspection, the language of inspection and the inspection of standards, teaching and learning are examined critically. It is argued that school inspection does have its uses as an instrument of accountability but these are far more limited than governments or inspectorates themselves acknowledge. 相似文献
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Investigating Change in Adolescent Self‐Efficacy of Food Safety Through Educational Interventions 下载免费PDF全文
Amy S. Beavers Lindsay Murphy Jennifer K. Richards 《Journal of Food Science Education》2015,14(2):54-59
A successfully targeted intervention can influence food safety knowledge, attitudes, and behaviors, as well as encourage participants to recognize their own responsibility for safe food handling. This acknowledgement of an individual's responsibility and capacity to address food safety can be understood as self‐efficacy of food safety (SEFS). This study investigated the impact of a specific educational intervention, Hands On: Real‐World Lessons for Middle School Classrooms, curriculum on SEFS in adolescents and was guided by two research questions: (1) to what extent can an existing food safety curriculum impact students’ SEFS, and (2) to what extent does a relationship exist between changes in self‐efficacy and changes in food safety behavior, particularly when controlling for knowledge gains. A total sample of 424 students across 6 states participated in this study. Teachers were trained to implement the Hands On program in their classrooms and then students were administered a pre‐ and posttest to measure the impact of the program on knowledge, food safety‐related behaviors, and SEFS. The data indicated that there is a strong predictive relationship between SEFS and positive behavior change. Additionally, the Hands On program was effective at increasing students’ SEFS. 相似文献
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Elizabeth J. Done Helen Knowler Hazel Richards Stephanie Brewster 《British Journal of Special Education》2023,50(2):197-218
The UK government is proposing to replace M-level national award for special educational needs co-ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qualification level is intended to significantly increase the number of qualified SENCos; however, this is likely to reduce SENCos' capacity to exercise ‘advocacy leadership’ in support of students at risk of marginalization and social exclusion. We reject a neoliberal political discourse of continual improvement that neglects the need for critical literacy and research-informed inclusive practice on the part of SENCos, and suggest that endemic exclusionary practices in English schools are more likely to go unchallenged. The move towards nonaccredited SENCo status risks their deprofessionalisation, and this proposal is linked to an academisation agenda and efforts to normalize a trichotomised education system (comprising mainstream, ‘special’ and ‘alternative’ provision) by presenting such changes as an improvement. 相似文献
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Richards JL 《Isis; an international review devoted to the history of science and its cultural influences》2011,102(3):506-510
Mathematics is the most chameleon of subjects, whose meaning is differently defined in different circumstances. This essay considers the mathematics of Augustus De Morgan as an illustration of the ways that the essence of the subject, the very objects that are included within it, has been adjusted in response to cultural factors. Since these cultural factors are the same ones that shape scientific development, the argument is that the history of mathematics and the history of science are always inextricably bound to one another. 相似文献