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Claire Wyatt-Smith Susan Bridges Maree Hedemann Mary Neville 《The Australian Educational Researcher》2008,35(3):1-20
This paper presents (i) a purpose-built conceptual model for professional learning and (ii) a leadership framework designed
to support a large-scale project involving diverse sites across the state of Queensland, Australia. The project had as its
focus teacher-capacity building and ways to improve literacy and numeracy outcomes for students at educational disadvantage.
It involved 15 intersectoral clusters and brought together Middle School teachers, principals, curriculum leaders and management
personnel from Education Queensland, the Association of Independent Schools Inc., and the Catholic Education Commission. In
the paper we discuss how the project worked at the interface of research and practice. Further, we discuss how professional
learning was facilitated by a multi-layered approach that acknowledged the importance of research-based learning, curriculum
and pedagogic leadership by principals, and strong opportunities for teacher agency through cross-cluster and intersectoral
collaboration. In conclusion, we invite readers to consider how the approach represents a radical new way to think about what
could count as valued professional learning interactions. 相似文献
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Ann Neville Miller Evangeline Nalugya Charles Gabolya Sarah Lagot Richard Mulwanya Joseph Kiva 《Sex education》2016,16(6):707-720
Although mounting evidence in Western nations indicates that entertainment media influence young people’s sexual socialisation, virtually no research has addressed the topic in sub-Saharan Africa. The present study employed 14 focus groups of Ugandan high school students to identify media through which they were exposed to sexual content, how they interpreted and evaluated that content, and how they compared its influence with that of parents, schools and religious institutions. Participants most often mentioned TV, followed by print media and Internet as sources of sexual material. Media were said to present discrepant messages regarding the timing of sexual debut, with international programming urging early sexual debut and local programming described as urging young people to delay sex. Young people spoke of turning to ssengas and kojjas for sexual advice, and a number of boys suggested pornography could also be educational. Both local and international programming was interpreted as conveying views of men as sex driven and women as submissive in sex and relationships. Participants expressed the belief that sexual media content had a negative impact on young people. Most nevertheless assessed these messages as more influential than other sources of sexual socialisation. 相似文献
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ABSTRACTIn this article we consider the rights of children and young people with special educational needs and disabilities in England, introduced under the Children and Families Act 2014, within the context of the wider reforms made by the Act. Drawing primarily on key informant interviews conducted as part of an ESRC project on Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1), and making reference to the international framework of children’s and disabled persons’ rights, we present an analysis of the (mostly professional) viewpoints gathered and what they tell us about the progress towards the realisation of children and young people’s autonomy and agency in this field. 相似文献
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Gilbert de Landsheere Marten Groen John Biggs John F. Willatt David Thomas Clare Burstall Robin Russell J. R. Barr Gerhard Pause Donald E. Super John B. Biggs Alan C. Purves Klaus Schleicher Herbert A. Thelen Neville Postlethwaite Börje Holmberg Kenneth Austwick Sven Hilding A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123
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