Authors and electronic publishing: what authors want from the new technology     

Alma Swan  Sheridan Brown 《Learned Publishing》2003,16(1):28-33

Responses from almost 1,250 academic authors around the world were analysed to obtain their views on electronic publishing of learned journals. Currently, having a print version of journals is still more important to them than an electronic version. The issue of greatest importance to authors and readers is the continuing availability of back volumes, and there are strong concerns about pricing of electronic journals. The potential gains in publication speed through publishing electronically appear not to be a priority. Electronic preprint and reprint archives are used very little at present, with the exception of the physics and mathematics communities. Of all publisher‐mediated tasks, the peer‐review process is the most valued, followed by provision of citation‐linking. Respondents' views of future developments in electronic publishing are also explored.  相似文献   

Editorial     

Alma Harris 《School Leadership & Management》2013,33(2):105-108

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From school leader to educational leader     

Alma Harris 《School Leadership & Management》2013,33(5):415-417

ABSTRACT

This study builds on research which contends that just as effective principals must lead across a broad purview of responsibilities in order to build successful schools, so too must middle leaders. Decentralisation of school management has resulted in an expansion of school principals’ responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This conception of middle leadership requires a shift in understanding of the nature of middle leaders’ work. There is vast potential for middle leaders to contribute to their schools beyond subject administration, yet the research base yields limited insight on such work and on how middle leaders can be supported to accomplish it. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilise school mission, policy enactment and organisational design as platforms for enhanced middle leadership.  相似文献   

EARLY CHILDHOOD TEACHERS: WRITING TO EXPLORE PROFESSIONAL EXPERIENCE     

Catherine Patterson  Alma Fleet 《Journal of Early Childhood Teacher Education》2013,34(1):71-76

Abstract

This study examined the perceptions and practices of certified preschool teachers and children regarding play. A sample of 102 Pre‐Kindergarten regular (Pre‐K regular) teachers and 61 Pre‐Kindergarten with disabilities (Pre‐K with disabilities) teachers in an urban school district were surveyed. A sub‐group of 46 teachers and 72 4‐year‐old children were interviewed. In contrast to teachers in a previous study who did not have teacher certification, the teachers in the present study believed that play supported children's learning and development and indicated that play was an integral part of their curriculum. Approximately 30% of the teachers who were interviewed said they did not allow children's rough and tumble play either because they thought it was dangerous or it would promote aggression. All of the Pre‐K with disabilities teachers and half of Pre‐K regular teachers said they provided support for play of children with disabilities in their classes. Their reported support focused more on cognitive aspects of play than on social interactions. Children's ideas about play were similar to those in the 1987 study.  相似文献   

“I never thought this could be for me”: aspirational capital,identities, and political engagement among first-generation college students in São Paulo     

Charles H. Klein  Milena Mateuzi Carmo 《International Studies in Sociology of Education》2019,28(3-4):259-278

ABSTRACT

Today, young adults from lower-income backgrounds are pursuing educational trajectories that would have been distant dreams for their parents. In many Global South countries, this expansion has followed a neoliberal logic in which private universities purport to provide students skills and increased earning capacity, and employers the necessary human capital to compete in global markets. This article examines these processes in Brazil, where federal policies have contributed to a dramatic growth in private, for-profit higher education in recent years. Building on ethnographic research in São Paulo’s expansive peripheries, our analysis examines three inter-related themes: higher education and life aspirations; intersectional identity construction; and political/community engagements. We argue that while neoliberal ideologies and policies are a key component of Brazilian higher education, many first-generation college students actively – and critically – challenge everyday oppressions and create new life possibilities in the context of enduring inequalities.  相似文献   

A mentor’s aid in developing the competences of teacher trainees   总被引：1，自引：0，他引：1  

Milena Valenčič  Janez Vogrinc 《Educational studies》2007,33(4):373-384

The induction period is a very important time in the career of a teacher and has a long‐term influence on the teacher’s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee’s mentor. This paper presents the results of the extensive project ‘Partnership of Faculties and Schools’, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees’ expectations towards their mentors and the mentors’ and trainees’ evaluations of how the mentor aids a teacher trainee in developing their competences.  相似文献   

Effect of number of trials,interstimulus interval,and dishabituation during CS habituation on subsequent conditioning in a CER paradigm     

Alma E. Lantz 《Learning & behavior》1973,1(4):273-277

Three experiments were conducted to investigate the influence of variables during habituation of a CS on a subsequent conditioning to that CS in a conditioned emotional response paradigm. Experiment I varied the number of habituation trials received before conditioning, and it was found that additional habituation trials resulted in a further attenuation of conditioning. Experiment II varied the interstimulus interval of the habituating stimulus, and it was found that the longer intervals produced the greater attenuation in conditioning. Experiment III examined the effect of interpolating another stimulus between habituation and conditioning (dishabituation), and it was found that the dishabituating stimulus augmented subsequent conditioning. It was concluded that manipulations during habituation training that produce the greatest decrement in response to a stimulus, when assessed under equivalent conditions for all animals, have the greatest attenuating effect on subsequent conditioning to that stimulus.  相似文献   

Scripted schooling: determining when cultural retooling is worth the academic payoff     

Alma Nidia Garza  Jean Van Delinder 《British Journal of Sociology of Education》2020,41(4):490-506

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IMPROVING SCHOOLS IN DIFFICULT CONTEXTS: TOWARDS A DIFFERENTIATED APPROACH   总被引：3，自引：0，他引：3  

Alma Harris  Christopher Chapman 《British Journal of Educational Studies》2004,52(4):417-431

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Leading Change in Schools in Difficulty     

Alma Harris 《Journal of Educational Change》2006,7(1-2):9-18

School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship is more likely to be broken through structural change and localised and community-based action rather than through the forces of standardization or accountability.  相似文献