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181.
Gaston Mialaret Wolfgang Mitter James Liesch Ursula Giere Helga Pfundt Klaus Schleicher Walter Hahn Kenneth Travers Peter Sachsenmeier Len Goad Saul Megnaghi Walter Hahn Rex Gibson Jindra Kulich Lyn Corno Eric Hewton Trevor Williams Endre Ballér Rodney Skager R. L. Smith David Phillips 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):97-124
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Trevor Rayment Brian Britton 《The International Journal of Art & Design Education》2004,23(2):148-154
In this paper Cognitive Abilities Test scores are compared directly with moderated GCSE scores awarded to the same group of pupils. For ease of interpretation the comparisons are presented in a graphical form. Whilst some provisional and tentative conclusions are drawn about the reliability of GCSE art, questions are raised about the general validity of criterion‐referenced assessment in this area. 相似文献
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Ian Thompson Martijn Willemse Trevor Mutton Katharine Burn Erica De Bruïne 《师资教育杂志》2018,44(3):258-277
AbstractCollaboration with parents is widely regarded as important in the education of children and young people, yet teachers rarely feel sufficiently prepared for this task. Several studies indicate that initial teacher education (ITE) programmes struggle to address issues of family–school partnerships (FSP). Our purpose in this study was to assess whether national ITE frameworks in seven European countries enable or constrain effective FSP preparation for preservice teachers. Our data, drawn from document analysis and national surveys, suggests that, despite the importance officially attributed to FSP at both governmental and ITE institutional levels, no single country presents a satisfactory picture in terms of FSP provision within their ITE programmes or in the extent to which preservice teachers are prepared to deal with the issue. Regardless of the existence (or not) of a national curriculum and variations, both in terms of legally-required competences and the amount of attention given to FSP in ITE programmes, it appears that simply making FSP compulsory is not the solution. Nor do national frameworks, in themselves, really appear to shape and direct the provision offered. Essentially FSP preparation still seems to depend upon the proclivities and expertise of individual teacher educators. 相似文献
187.
Trevor R. Parmenter 《International Journal of Disability, Development & Education》1970,17(3):178-185
Self concept inventories were administered to 30 adolescent partially seeing Ss who were educated in a unit attached to a normal High School, and to a similar sample of normal stream pupils matched for age, sex and I.Q. The results indicate that there are no significant differences in self concept development between the two groups. It is suggested that the opportunities afforded for academic success, together with the feelings of achievement which accrue from an integration programme help to develop an adequate self concept in the partially seeing.
188.
Jacqueline Pistorello Trevor N. Coyle Nadia Samad Locey Joseph C. Walloch 《Journal of College Student Psychotherapy》2017,31(1):30-42
This is a commentary on the article by Paul D. Polychronis, “Changes Across Three Editions of The Suicidal Patient: Clinical and Legal Standards of Care: Relevance to Counseling Centers,” published in this issue of the Journal of College Student Psychotherapy. 相似文献
189.
Carmen Mills Tebeje Molla Trevor Gale Russell Cross Stephen Parker Catherine Smith 《British Journal of Sociology of Education》2017,38(6):856-871
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that these three social justice dispositions may be insufficient to meaningfully address persisting inequalities in the school system and that a capability-based social justice disposition – absent in our data – is needed. We conclude by highlighting that: social justice dispositions can change; a valid interpretation of metaphors requires ‘contextual stabilization’; and metaphors for social justice are differently constructed in different contexts, influenced by the different social, cultural and material conditions of schools. 相似文献
190.
Trevor Norris 《Educational theory》2021,71(1):129-148
This article explores two questions: (1) Is education a unique and distinct discipline? (2) Is education anything other than the achievement of noneducational aims or objectives? In it, Trevor Norris examines how these two questions are interconnected, specifically analyzing how what we think about education as a distinct field of study informs what we ask of it as a practice. When we study education, we should be educational about it, because if we render education as the object of study, it is never endowed with agency or distinctiveness. Norris inquires into the distinctiveness of education as a way of thinking and a way of impacting the world, asking what are the conditions that make it possible for us to identify something as “educational”? To investigate this question, Norris draws from Hannah Arendt's account of politics, and he concludes by describing a case study assignment that requires educational foundations students to draw from philosophy of education in order to show what exactly is educational about education by contrasting education with business and psychology. 相似文献