Managing managerialism in church school leadership: a practitioner inquiry in the theology of education

This paper is written from the perspective of an Anglican head teacher in the context of UK public educational policy in which managerialism is construed as the prevalent orthodoxy of reform. It seeks to bring the discipline of theology and the field of school leadership studies into closer dialogue around the theme of managerialism in a way that will benefit academic scholarship and practitioner researchers. Firstly, it explores The Way Ahead report as an impetus to critical theological reflection about Christian vocation and the distinctive role of church school head teachers. Secondly, it indicates how the site of managed reality is important for theology and how the theology of education might be pursued in defence of education. Against claims that doing theology tends to domesticate education, it is argued that theology can help provide an important countercultural perspective intended for the good of education. Thirdly, it outlines the background of public educational policy which makes countercultural theology an appropriate response in the service of a faith‐inspired professionalism. Fourthly, it suggests how a countercultural model of contextual theology can collaborate with important forms of research in the field of educational leadership, management and administration.     

新闻法:高校新闻学专业的必修课

新闻侵权的频频发生给高校新闻学教育提出了更高的要求,提高学生的法律素养势在必行。虽然,国家教育部门已将新闻法列为大学新闻学专业的必修课,但是,许多高校新闻学专业还没有足够重视新闻法课程的开设。文章论述了高校新闻学专业开设新闻法课程的必要性、重要性以及新闻法教学的主要内容和教学方法。     

新闻专业主义的本土化探寻

新闻专业主义是资产阶级新闻学的重要概念,也是西方新闻工作者恪守的最主要的新闻职业规范。新闻专业主义实践的价值大于理论的意义。文章重点关注的是新闻专业主义中国化的实践问题,即探索专业主义中国化的机制创新问题。文章还开创性地提出了分层次分类别实施新闻专业主义的新闻改革主张。     

Early childhood education and care: politics,policies and possibilities

This paper considers some of the current knowledge about our understanding of and provision for early childhood internationally. It looks at its relative importance, offers a short overview of research and terminology, outlines a global perspective (the big picture) and provides a brief summary of the current South Australian policy and position.     

Covering Democracy's Forum: Canadian Press Treatment of Public and Private Broadcasting

A content analysis of Canadian press coverage of public service and private broadcasting conducted by NewsWatch Canada, a media monitoring project at Simon Fraser University, shows that the Canadian Broadcasting Corporation receives far more coverage than do private broadcasters. Moreover the institutional structures, mandates, and principles of private media networks tended to be excluded. These findings suggest that commercial media are viewed as private property and therefore outside the boundaries of legitimate political discussion. Both public and private broadcasters received more positive than negative coverage.     

Editorial

In a series of policy documents over the past decade, the idea of a ‘New Professionalism’ for teachers has been constructed. It encompasses three core components: a national framework of professional standards; performance management; and continuing professional development (CPD). The planned interplay of these components into a coherent whole has been at the heart of a reframing of the teacher's role. While much has been said about the vision in both positive and negative terms, few studies have provided empirical insight into the implementation and experience of this policy. Drawing upon the findings of a TDA-funded nationwide (England) research project, the extent to which these ideas and policies have been adopted in practice, and what implications these actual behaviours carry for the debate about ‘New Professionalism’, are assessed.

A key finding was that while the framework of professional standards and the structures of performance management processes were essentially in place, the third plinth of the New Professionalism, CPD, remains mainly as a bolt-on, pragmatically allocated and inconsistently accessed in schools. As such, it is unable to bear the weight of what is required of it, and claimed for it. The widespread failure to tackle the strategic dimension that links performance management to CPD, to engage in criterion-based evaluation of training or to identify appropriate development opportunities in schools, have all tended to obstruct the road to ‘New Professionalism’.     

The return of the repressed?: the gender politics of emergent forms of professionalism in education

Three distinct discourses frame this paper: ‘new public managerialism’, new modes of governmentality, and new masculinities and femininities. This paper considers the changing forms of governance in projects of educational professionalism emerging in the nested contexts of teaching, teacher training, and academic research within departments of education. It takes the production of the subject position of the manager/wo‐manager as central to managerialist regimes theorized as provoking and potentiating modes of recruitment, refusal, and mis/recognition. It illustrates this through a heuristic relational schemata constituted by the dominance of the managerialist—audit gaze. Taking a theoretically similar but methodologically different (i.e. non‐empirical) approach (or liberty?), one understands subject positions like Prichard and Deem, as produced ‘through a series of discursive or communicative practices’ realized in different ‘conditions of possibility’. The notion of ‘communicative practice’ was also put under scrutiny, given the monovocal as opposed to the dialogic nature of audit: ‘Audit is essentially a relationship of power between scrutinizer and observed: the latter are rendered objects of information, never subjects in communication’.1 This paper was originally given as part of a symposium on gender and teacher training in higher education at the British Educational Research Association Annual Conference Leeds, 13–15 September 2001. The paper has been subsequently revised as a result of conversations with other colleagues in the Professional Education Research and Reading Group, Cathy Aymer and Toyin Okitikipi. It has also been significantly reworked in the light of reviews and we thank our reviewers for their insights. One is, thus, interested in the ubiquity of the ‘managerialist subject position’ as a limit condition for the professional self and how gender gets reworked within this. One is aware that the paper slides across the domains of teaching, teacher training, and academic and professional work identities. It is not presented as an orthodox ‘labour process’ account, neither is it a conventional sociological reading of ‘professionalism’. The authors wish to deliberately keep open the possibilities provided by this lack of specificity through exercising the sociological imagination. The following is best considered an experiment in social critique deriving from a post‐structuralist methodological stance. The aim is to capture through metaphorical means the temperature and tempo of some experiential dimensions of the gendered regulation of educational subjectivities, thought as a central psychosocial feature of the ‘domaining effect’ of audit.     

Newsworthiness and Islam: An Analysis of Values in the Muslim Online Press

This study examined how the values of the Islamic faith may have an impact on news reporting in several Middle Eastern nations. An analysis of 1,773 stories from 10 online Middle Eastern newspapers indicated that Islam as a way of life has an effect on how domestic news was structured in the presentation of news topic, the actors in the news, the positive or negative orientation of the news, and the use of sources. Previous explanations of newsworthiness in Middle Eastern societies that do not consider the impact of Islamic values may be incomplete in their evaluation of the press.     

昙花一现的新闻写作手法——新新闻主义

新新闻主义在新闻史上如昙花一现,但是,它毕竟给我们带来的思考是深刻的。它产生的背景、发展过程,以及它的写作手法都对后面的新闻报道产生影响。写作手法上它突出作者本人的观点和主观感受,并用第三人的观点来描述事件,注重对话、内心的独白等等。但同时,新新闻主义却忽略了新闻报道的真实性原则,忽视了新闻是不能用文学手法来创作的原则。     

评价医学职业素养的文献评述

本文是一篇有关评价医学职业素养的文献评述,作者Deirdre C．Lynch博士等人检索了五个数据库的6200篇文章,保留了88起评价,将检索结果按内容领域和类型进行组织,并在此基础上对医学生、住院医生和执业医生如何进行职业素养评价提出建议。