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41.
Sally Reardon 《Journalism Practice》2016,10(7):939-949
Using the tools of discourse analysis, this research identifies the competing and sometimes contradictory public discourses around the requirements for the next generation of journalists—those of journalism educators, industry accreditation bodies, and of employers and journalists in the wider media landscape. Investigating and identifying the tensions in this debate may help all the parties to reflect on how the values and aims of the professional journalist are constructed and how this may impact on potential journalists entering education and the industry. 相似文献
42.
AbstractUniversities across the globe are attempting to change assessment practice to address challenges in student engagement and achievement. Integral to this objective are strategies to develop academics’ assessment practice. These frequently focus on attendance at formal Continuous Professional Development events and/or implementation of institutional blueprints. This editorial article uses a case study from the Open University (UK) to explore an alternative ‘communities of practice’ approach to the improvement of assessment arguing that academics’ professional expertise is best deepened through participation in authentic activities of teaching and scholarship. The discussion identifies what is involved in such an approach including the role of an enabling principles-based framework, the constraints on implementation and the implications for HE leaders. 相似文献
43.
Sally A. LaPoint Gloria S. Boutte Kevin J. Swick Mac H. Brown 《Early Childhood Education Journal》1993,20(4):11-14
The implementation of home visits as a technique for involving parents has recently resurfaced. This educational trend has received additional emphasis as the nation attempts to meet the national education goals — particularly the first goal, which states, By the year 2000, all children will enter school ready to learn.Sally A. LaPoint is an Assistant Professor of Early Childhood Education at the University of South Carolina at Beaufort. She also administers the At Risk Early Childhood Family Initiative, located at the historic Penn Center on St. Helena Island, South Carolina. Gloria S. Boutte is an Assistant Professor, Kevin J. Swick is a Professor, and Mac H. Brown is an Associate Professor, Early Childhood Education, at the University of South Carolina, Columbia, S.C. 相似文献
44.
The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention. 相似文献
45.
Sally Tomlinson 《Journal of Educational Change》2003,4(3):213-230
This article explores some of the major continuities and changes in policy and practice concerning the inclusion of racial and ethnic minorities ineducation and economic placement in a global economy. It refers to papers given at five sessions of the International Sociological Association's (ISA)four-yearly world congresses, held between1986-2002. In particular it notes educational changes and disadvantages affecting minorities in Britain over twenty-five years. A major conclusion is that education within acompetitive global economy can encourage newforms of racial and social exclusion. 相似文献
46.
The Implementation of Progress Files in Higher Education: Reflection as National Policy 总被引:1,自引:0,他引:1
Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally.
In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge,
because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its
generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation
of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context
of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper
argues that pedagogical innovations take on a different meaning when applied to the system as a whole. 相似文献
47.
Brown Scott W. Boyer Mark A. Mayall Hayley J. Johnson Paula R. Meng Lin Butler Michael J. Weir Kimberly Florea Natalie Hernandez Magnolia Reis Sally 《Instructional Science》2003,31(4-5):255-276
The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process. 相似文献
48.
Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed. 相似文献
49.
Sally Peterson 《Community College Journal of Research & Practice》2016,40(5):370-384
This study of community college student-parents used interpretive phenomenological analysis of interview data contributed by 15 participants from three Mountain West Community Colleges. The participants qualified by the following criteria: had delayed college entrance by 2 years or more, had a child not yet in kindergarten, were full-time students in an associate degree program, worked part-time, and had 15 credits or more toward their degree. This study revealed what it meant for student-parents to have success while they addressed the challenges of balancing work, home, child care, and academic responsibilities. The student-parents described experiences that required prioritizing responsibilities, managing time effectively, securing needed support services, addressing stress, developing strategies for study and parenting, and maintaining a positive mindset. The findings include quotations that describe the challenges of each student-parent; whether individually unique, conflicting, or shared by the subset of this nontraditional student group. The student-parents shared a common sense of resolve to use prioritizing strategies as they made decisions affecting their degree completion. Student-parents had the common goal to obtain a better life for themselves and their children. 相似文献
50.
Christopher?J.?McCarthyEmail author Richard?G.?Lambert Sally?Lineback Paul?Fitchett Priscila?G.?Baddouh 《Educational Psychology Review》2016,28(3):577-603
Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers’ appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher’s job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed. 相似文献