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Current federal government policy initiatives in Aboriginal education and social welfare reform are based on assumptions about the relationship between increased attendance and increased student performance on standardized tests. There are empirical assumptions underlying these policy interventions and their accompanying public debates. Our aim here is to empirically explore the relationships between patterns of student attendance and patterns of student achievement in schools with significant cohorts of Aboriginal and/or Torres Strait Islander students at the school level. Based on an analysis of the publicly available data reported on the ‘MySchool’ website, we find that reforms and policies around attendance have not and are unlikely to generate patterns of improved achievement. Questions about the rationale and rhetoric of government policy focused at the school level as opposed to the need to focus on pedagogy and curriculum are discussed. 相似文献
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This article describes and discusses the changing roles of librarians in internationalization of higher education; how librarians lead the program of the American Cultural Center in China sponsored by the U.S. Department of State; and the benefits and challenges for leading an international project. 相似文献
94.
Varda Langholz Leymore John S. Wright John E. Mertes Allan M. Cartter 《Communication Booknotes Quarterly》2013,44(11):135-137
Varda Langholz Leymore's Hidden Myth: Structure and Symbolism in Advertising (New York: Basic Books, 1975—$10.00). John S. Wright and John E. Mertes's Advertising's Role ie Society. (St. Paul, Minn.: West Publishing Co., 1974—price not given, paper). Allan M. Cartter's Ph.D's and the Academic Labor Market (New York: McGraw-Hill, 1976—$12.50). 相似文献
95.
Allan Schofield John Fielden Colin Harris Jan Wilkinson 《New Review of Academic Librarianship》2013,19(1):101-210
This paper describes the user-focused approach to information skills at MMU Library. It covers the following cycle: identifying training needs at three levels (organisation, group and individual); developing a training strategy and materials; marketing information skills within MMU. Specifically, it describes how we went about discovering what our users wanted, creating and delivering what they needed, and how we ‘sold’ it back to them. 相似文献
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Douglas A. Roberts Allan M. MacKinnon Margaret E. McCarthy 《International journal of qualitative studies in education》2013,26(3):227-243
This paper concerns the importance of providing reasons and evidence when making claims as a teacher. Two teaching contexts are explored: a nonacademic science classroom and a clinical supervision setting. An expert teacher is seen at work in a nonacademic science classroom. This is an especially significant context in which to find “task‐reasons” and “science‐reasons” since students rarely appear to have access to reasons for what they do or say in such classrooms. The teacher and a colleague, both experts at clinical analysis of teaching, are observed examining and analysing the teaching. This is the setting for developing “interpretation‐reasons” regarding the conduct and events of teaching. The expert‐expert clinical supervision situation is seen as sharpening the requirement for sound, credible interpretation‐reasons beyond that of the more common expert‐novice interaction. 相似文献
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