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1.
Douglas Hamblin 《Pastoral Care in Education》2013,31(4):3-5
Chris Watkins was a member of the first NAPCE executive in 1982, and has continued on that committee and on the London committee ever since. He was chair of NAPCE from 1992 to 1994, and is currently chair of the Publications Committee. He has been a maths teacher in a large secondary school, a teacher in charge of a unit for pupils whose effect on school was disruptive, and a trained school counsellor. He is now head of the academic group ‘Assessment, Guidance and Effective Learning’ at the University of London Institute of Education, where his current areas of work include school behaviour, mentoring, tutoring, personal–social education – all centrally linked to effective learning in classrooms and school. He is course tutor to the MA in Effective Learning and the MA in School Development, and is involved in consultancy to schools and training others in consultation. Current research projects include ‘The Violence-resilient School’ and ‘Learning about Learning’. 相似文献
2.
Mike Reading 《Pastoral Care in Education》1999,17(4):23-28
Mike Reading happened to visit the NAPCE stand at the Education Show, and commented that his school had found the NAPCE resource pack From Head of Year to Year Curriculum Coordinator? very useful in their developments. So a while later he was contacted to write an account for the journal!
This account gives a sense of the particular flavour of the school, which Mike himself suggests is unusual, and also the ways in which one role can become more highly connected and central to the school, especially if it is contributing to an explicit focus on learning.
Mike is Key Stage Manager at George Spencer Foundation School and Technology College. He trained at The University College of Ripon and York St John, and started his career in education as a Religious Education teacher in Oldham before being Head of Department in Grantham. From this position he was appointed to a senior role in his present school. He has studied the contribution which Quality Management makes to secondary school management and gained a Masters degree at Nottingham Trent University. 相似文献
This account gives a sense of the particular flavour of the school, which Mike himself suggests is unusual, and also the ways in which one role can become more highly connected and central to the school, especially if it is contributing to an explicit focus on learning.
Mike is Key Stage Manager at George Spencer Foundation School and Technology College. He trained at The University College of Ripon and York St John, and started his career in education as a Religious Education teacher in Oldham before being Head of Department in Grantham. From this position he was appointed to a senior role in his present school. He has studied the contribution which Quality Management makes to secondary school management and gained a Masters degree at Nottingham Trent University. 相似文献
3.
《Pastoral Care in Education》2013,31(4):23-28
Mike Reading happened to visit the NAPCE stand at the Education Show, and commented that his school had found the NAPCE resource pack From Head of Year to Year Curriculum Coordinator? very useful in their developments. So a while later he was contacted to write an account for the journal! This account gives a sense of the particular flavour of the school, which Mike himself suggests is unusual, and also the ways in which one role can become more highly connected and central to the school, especially if it is contributing to an explicit focus on learning. Mike is Key Stage Manager at George Spencer Foundation School and Technology College. He trained at The University College of Ripon and York St John, and started his career in education as a Religious Education teacher in Oldham before being Head of Department in Grantham. From this position he was appointed to a senior role in his present school. He has studied the contribution which Quality Management makes to secondary school management and gained a Masters degree at Nottingham Trent University. 相似文献
4.
During a period of intense school reorganization and closure in Reading C. M. S. Sutcliffe was was a member of Berkshire County Council, serving on the Education Committee. He was also a governor of two local schools, one of which was closed during this rationalization. He has addressed a number of academic conferences on the subject of school zoning. He now holds the Northern Society chair in the Department of Economics at the University of Newcastle upon Tyne. J. L. G. Board is now a member of the Department of Accounting and Finance at the London School of Economics. He has co‐authored a number of papers on the application of modelling techniques to social decisions. The allocation of children to secondary school is both difficult and contentious. Although a balanced intake is desirable, it is, in practice, often not achieved. This paper discussed the use of goal programming models to achieve these allocation patterns and considers the results of the first large‐scale application of the technique to this problem. The subject of the allocation is Reading, Berkshire, whose allocation scheme proposed in 1978 was the subject of investigation under the Race Relations Act. The results clearly indicate the advantages of the method as a useful tool to help real‐world educational decision‐makers. 相似文献
5.
Caroline Lodge 《Pastoral Care in Education》1999,17(4):11-16
This article is an account of the development of the course From Head of Year to Year Curriculum Coordinator? The story of its origins, its development and outcomes provides an opportunity to explore the impact of educational changes on conceptions of pastoral care, its management and organization, and how NAPCE has had to change the pattern and nature of its activities to support its members. It allows us to consider the enduring but changing role of the Head of Year.
Caroline Lodge worked for 25 years in urban comprehensive schools in Coventry and London, in many different roles (including Head of Year) before moving on. She is now occupied with earning a living as lecturer, writer, researcher, teacher, consultant and trainer and is also a student. 相似文献
Caroline Lodge worked for 25 years in urban comprehensive schools in Coventry and London, in many different roles (including Head of Year) before moving on. She is now occupied with earning a living as lecturer, writer, researcher, teacher, consultant and trainer and is also a student. 相似文献
6.
A student advisory committee was formed to complement program evaluation for an open learning center. The center's staff found that the student committee members not only gave valuable feedback about instruction and services but also served as excellent problem-solvers. As a result of this committee, the center improved its evaluation process, the staff gained insight into problems from the student's perspective, and, most important, the students were given an opportunity to develop themselves.Girard Weber holds an MA degree in Educational Measurement and Statistics from the University of Iowa and MA in Linguistics and English Literature from Northern Illinois University. His chief research interests are in assessment, and retention, especially of nontraditional students.Steven Prater holds a Masters of Education in Guidance and Counseling from the University of Illinois, Champaign-Urbana. He is currently Counselor for the Open Learning Center of John Wood Community College. He has worked as a counselor for nine years and has been a staff sponsor and mentor for nontraditional students and student groups. 相似文献
7.
David Lewis 《Children‘s Literature in Education》2007,38(4):263-275
In this article David Lewis talks to Posy Simmonds about her career in illustration, cartooning and the writing and illustration
of picturebooks. Together they discuss her early experience of working as an illustrator for newspapers and magazines; her
first attempt at creating a weekly adult cartoon strip and her subsequent career as a regular contributor to the Guardian newspaper. They consider her approach to writing and drawing picturebooks; the balance of realism and fantasy in her work;
her mastery of colour effects; her liking for drawing cats and her attempts to capture the truth of a situation in pictures
and words.
David Lewis has been a teacher in primary and secondary schools, an educational researcher, and lecturer in education at Goldsmiths’
College, London and the University of Exeter. He has written a number of articles about children’s picturebooks and is the
author of Reading Contemporary Picturebooks: Picturing Text. He is a member of the UK editorial committee of Children’s Literature in Education. 相似文献
8.
民办高校董事会领导下的院校长负责制刍议 总被引：5，自引：0，他引：5
孙鹏 《扬州大学学报(高教研究版)》2004,8(5):43-45
民办高校董事会领导下的院校长负责制度是对高等教育管理体制改革的有益尝试。民办高校内部组织结构应由董事会、校务委员会、监事会、学术委员会、教代会等五个要素构成。 相似文献
9.
Dennie Briggs 《Prospects》1995,25(3):373-390
A long carrer as a teacher at the school and university level and with disturbed and delinquent youth. He is a consultant
in youth development, criminal justice, and substance abuse as well as being a freelance writer. Author ofFermer les prisons (Paris, Seuil, 1977); co-author ofDealing with deviants (London, Hogarth, 1972); co-editor ofAn open life: Michael Toms in conversation with Joseph Campbell (New York, Harper and Row, 1990). 相似文献
10.
本研究以美国马塞诸塞州某州立大学教育学院为案例,对美国职前教师教育中实习生的评价体系作了研究。美国职前教师教育中对实习生有系统而全面的评价标准,SIOP和PPA是重要的评价工具,评价指标体系具体、清晰,评价主体多元且权责明确,并且实习成绩与教师资格证的申请紧密相关,这些对我国教师教育中的实习管理都有借鉴意义。 相似文献
11.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
12.
The university supervisor: a disenfranchised outsider 总被引：1，自引：0，他引：1
Susan K. Slick 《Teaching and Teacher Education》1998,14(8):821-834
13.
何跃萍 《河南职业技术师范学院学报(职业教育版)》2004,(6):30-32
解决教师心理健康问题已成为目前教师培训和教师管理中的重要环节,教师心理健康问题的解决策略包括愉快心境获得训练、自我意识健康训练、人际交往适应训练和教师专业化认知训练。 相似文献
14.
美国教师教育大学化形成的路径研究 总被引：5，自引：0，他引：5
美国教师教育大学化形成的四种路径是:(1)从师范学校到教师学院再到大学教育学院,(2)从大学教育讲座制到教育系再到大学教育学院,(3)大学直接建立教育学院,(4)文理学院建立教育系。美国教师教育大学化的意义在于,确立了教师教育在综合性大学和文理学院中的独立地位,确立了教师教育在高等教育学术科层结构中的位置。 相似文献
15.
David Lewis 《Children‘s Literature in Education》2005,36(4):363-380
In this interview Fiona French discusses her work and career with David Lewis. She describes early influences and stresses
her lifelong love of colour and pattern. Amongst other themes she considers the factual basis of most of her books and her
lack of interest in fantasy; her preference for clear, simple prose; her constant shifts in style and approach and the increasing
freedom of expression she has developed over a long career.
David Lewis has been a primary school teacher, educational researcher
and teacher trainer. He has written numerous articles on children's picturebooks and is the author of Reading Contemporary Picturebooks: Picturing Text. He is a member of the UK editorial board of Children's Literature in Education. 相似文献
16.
Alaster Scott Douglas 《欧洲师范教育杂志》2012,35(1):3-15
This article analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. Cultural historical activity theory is used as a theoretical framework to address how pre-service teacher learning opportunities are constructed. Building on a previous year-long ethnographic study which explored how and why pre-service teacher learning opportunities differed in school settings, this paper introduces a small scale pilot study. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this. Possibilities for pre-service teachers, teachers and teacher educators to work together in a research process that is integral to an initial teacher education partnership are forwarded, with the aim of ensuring that critical enquiry and learning are kept at the forefront of the activity. 相似文献
17.
格特·凯尔克特曼(Geert Kelchtermans)是比利时鲁汶大学(University of Leuven,KU Leuven)心理与教育科学学部教授,同时担任鲁汶大学创新、教师与学校发展中心的主任(Centre for Innovation and the Development of Teacher and School)。他还是卑尔根大学(挪威)、奥卢大学(芬兰)和林茨大学(奥地利)以及悉尼大学的客座教授。Kelchtermans教授的研究专注于个体教育专业人士(及其传记)与组织和制度背景之间的复杂互动以及定性研究方法。他的主要学术专长包括:政策实施、教师专业发展(包括入职培训和在职培训)、学校发展与教育创新、学校微观政治、教学和教育领导的情感维度以及解释性研究方法(聚焦于叙事-传记研究方法)。他在众多国际知名教师教育类期刊上发表了大量围绕上述主题的经典论文和著作章节,在教师教育研究领域做出了大量原创性学术贡献。Kelchtermans教授主持过教师教育与教育创新领域的多项课题研究,如“职前教师专业发展:入职期间的时间与关系”“教师入职培训:通过参与网络进行专业发展”等。作为一名全球知名的教师教育研究学者,Kelchtermans教授担任多本知名国际教育类期刊的编委,如《教学与教师教育》(Teaching and Teacher Education)、《教师与教学:理论与实践》(Teachers and Teaching:Theory and Practice)等。为此,笔者对凯尔克特曼教授在上述研究领域进行了深入、细致的学术对话与反思,以期促进国内学者从微观政治学等新的理论视角来透视教师专业发展的多维性与复杂性。 相似文献
18.
浅析校长以人为本的管理艺术 总被引：1，自引：0，他引：1
范雯芩 《佳木斯教育学院学报》2011,(3):7-8,10
在学校管理中坚持以人为本的原则,就是要以教师为中心,以教师的发展为本。如何有效地对教师进行管理,是学校面临的重要任务。 相似文献
19.
Eve Gregory 《Literacy》2004,38(2):97-105
The promise to raise literacy standards significantly at age 11 in economically disadvantaged areas has been an important part of the present British Government's educational policy. Integral to this promise has been the introduction of official home/school ‘contracts’ or ‘agreements’, which oblige parents to engage in specific literacy activities with their children. However, evidence from a longitudinal study of family literacy practices in East London suggests that family and community members other than parents might play a crucial role in initiating young children into literacy. Siblings particularly have been found to be efficient ‘teachers’ of school literacy practices. In this paper, I investigate particularly ways in which an unspoken collusion takes place between teacher and older sibling revealed during ‘play school’ sessions in Bangladeshi British households in East London. 相似文献
20.
Michael Evans 《Pastoral Care in Education》1999,17(4):29-38
This study offers a very neat demonstration of something which conventional wisdom holds: that our actions reflect our beliefs. But the topic under investigation is a challenging one – teachers' uses of 'referral systems' in school. The evidence suggests that referrals reflect teachers' beliefs – not, therefore, the pupils' behaviour. We do not know of a study of this sort anywhere in the literature on school behaviour, yet these findings have major implications for those pastoral systems which have become distorted into discipline systems. Michael examines these with care, taking pains not to be simply 'pointing the finger'.
Michael Evans has been teaching physical education and mathematics in London for seven years. Currently in his second secondary post as Head of Year, Michael is working to complete his MA at the University of London Institute of Education. In his spare time he heads for the hills, wind and rain of Scotland. 相似文献
Michael Evans has been teaching physical education and mathematics in London for seven years. Currently in his second secondary post as Head of Year, Michael is working to complete his MA at the University of London Institute of Education. In his spare time he heads for the hills, wind and rain of Scotland. 相似文献