Developing a postgraduate dual-award in educational leadership: A Russian pelican meets an English rose

Using analytic autoethnography, this paper discusses the influences and outcomes that shaped a 30-month project between a Russian and an English university trying to develop a dual-award in educational leadership. It explores the drivers, benefits, hindrances and affordances of international collaboration, before critiquing the literature on contemporary Russian culture. It then maps how various factors including money, language, hospitality, trust, commitment and flexibility affected the project. It concludes that unequal partnerships can result in shared learning, but that programme validation is harder to achieve if either institution imposes unrealistic financial constraints, lacks flexibility, or fails to recruit a high-level champion.     

Job Satisfaction and the Headteacher: a nominal group approach

Based on the belief that the job satisfaction of the headteacher is a much neglected area of research, the article considers what little data exists, before introducing a technique ‐‐ the Nominal Group Technique ‐‐ which might be of use to potential researchers for gathering evidence. The results of the author's own research with secondary headteachers in the United Kingdom are then presented and discussed, and the plea is made for an appreciation of the need for headteacher development and the creation of a substantive theoretical base to strengthen our understanding of this aspect of education.     

Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model

Abstract. Thirty‐four matched pairs of sixth‐ and seventh‐grade students were selected from 358 participants in a comparison of an explicit concrete‐to‐representational‐to‐abstract (CRA) sequence of instruction with traditional instruction for teaching algebraic transformation equations. Each pair of students had been previously labeled with a specific learning disability or as at risk for difficulties in algebra. Students were matched according to achievement score, age, pretest score, and class performance. The same math teacher taught both members of each matched pair, but in different classes. All students were taught in inclusive settings under the instruction of a middle school mathematics teacher. Results indicated that students who learned how to solve algebra transformation equations through CRA outperformed peers receiving traditional instruction on both postinstruction and follow‐up tests. Additionally, error pattern analysis indicated that students who used the CRA sequence of instruction performed fewer procedural errors when solving for variables.     

Scientific method discourses in the construction of 'EMF' science: interests,resources and rhetoric in submissions to a public inquiry

Since the late 1970s, there has been considerable debate surrounding the question of whether or not exposures to non-ionizing radiation and electric and magnetic fields (EMF), produced by powerlines and electrical and telecommunications technologies, are harmful to health. Whilst there has been some recent evidence of regulatory fatigue, and attempts to enforce closure, the EMF debate nevertheless still continues. This paper will explore the r?le played by competing images of scientific method in the argumentative strategies used by two of the main protagonists in an Australian public inquiry (held in 1990-91) which investigated the EMF issue: 'Inquiry into Community Needs and High Voltage (132kv and above) Transmission Line Development', the so-called Gibbs Inquiry. Apart from documenting some of the epistemologically intricate features of the EMF controversy, the following discussion will also consider the way scientific method discourses can contribute to enhancing the durability of knowledge claims in legal and regulatory settings.     

工学结合人才培养模式下高职思政教育刍议

工学结合人才培养模式下的高职思想政治教育工作既有许多有利因素,又充满挑战。有利因素是：理论与实践相融,有利于增强教育效果;校企文化对接,有利于提高学生的职业素养;工学结合,有利于增强学生的社会适应能力。面临的挑战有：教育者、受教育者、教育环境、教育内容和方法等发生了变化。因此,要转变观念、更新内容、采取适当方法,以适应这种新型人才培养模式下的思想政治教育工作。     

Obstacles to integrating disabled students in a "two-roof" elementary school

This article describes a 5-year effort to integrate special and regular students on a campus where special and regular education students are housed in separate but adjacent facilities with separate administrators. Observational data and questionnaires revealed almost total segregation at the end of 3 years. An intensive intervention program, Project L.E.A.D., generated promising short-term movement toward integration, but there were few enduring effects. Physical, social, and psychological barriers created by the two-roof school erect almost insurmountable obstacles to integration. Future efforts should concentrate on building one-roof schools with a single facility and administration.