Evaluation of the initial effects and implementation of Success For All in England     

David Hopkins  Mick Youngman  Alma Harris  Judith Wordsworth 《Journal of Research in Reading》1999,22(3):257-270

Success For All is a comprehensive programme for restructuring primary schools where students are ‘at risk’ of not developing functional literacy by the end of Key Stage 1 (age 7 years). The programme was developed at Johns Hopkins University, Baltimore, USA, and uses research-based approaches to curriculum, instruction, assessment and classroom management, with one-to-one tutoring being provided for those students falling behind in their reading. This paper reports on the initial implementation (September 1997 – March 1998) of the Success For All (SFA) reading/school improvement programme in a family of inner city primary schools in Nottingham, England. The purpose of the research was to provide empirical evidence on the process of implementation of SFA in England, and to assess how such an innovative programme could contribute to the British government’s National Literacy Strategy (DfEE, 1998). The main findings suggest that as a result of initial involvement in the SFA programme, students appear to have made as much progress in one term in reading as they would normally have been expected to make in one year, their motivation, behaviour, attitude to and skills in learning have also increased. Furthermore, teachers claim to have learned a great deal from SFA, particularly about the effective teaching of reading, co-operative teaching strategies and their own professional development.  相似文献   

The role of non-formal contexts in teacher education for STEM: the case of horno3 science and technology interactive centre     

Claudia Fernández-Limón  Juan Manuel Fernández-Cárdenas  Alma Adrianna Gómez Galindo 《师资教育杂志》2018,44(1):71-89

Abstract

Teacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems.  相似文献   

Understanding the School's Capacity for Development: Growth states and strategies     

David Hopkins  Alma Harris  David Jackson 《School Leadership & Management》2013,33(3):401-412

ABSTRACT

This article focuses upon differential strategies for school development and improvement. It argues that much school improvement work has placed an emphasis upon systemic change and has neglected to consider the extent to which schools have different capacities for change and development. We suggest in this article that different improvement strategies and types of intervention are needed for schools at different stages of growth. Our position is based upon a substantial body of school improvement research which has demonstrated the importance of differential strategies for schools at various developmental stages. We hope that this article will stimulate further discussion, debate and enquiry about the importance of differential approaches to school improvement.  相似文献   

Orchids in the Roman culture and iconography: Evidence for the first representations in antiquity     

Alma Kumbaric  Valentina Savo  Giulia Caneva 《Journal of Cultural Heritage》2013,14(4):311-316

Orchids have fascinated humans since ancient times. Not only the particular morphology of their flowers and hypogean organs, but also their reproductive biology have inspired myths, legends and popular traditions in many cultures, all around the world. Despite these facts, their representations on ancient artefacts have never been described in the scientific literature. No clear data exist for Eastern culture, and in Western countries, the first certain representations of orchids in art date back to the XV-XVI century CE. This paper documents different identifications of orchids on Roman monuments changing the common belief that these plants first appeared in art more recently. Floral elements of Cephalanthera spp., Spiranthes spiralis (L.) Chevall, of Orchis tridentata Scop., and of other orchids were observed in different architectonical elements (cornices and ceilings) throughout the Roman period, and in the external frieze of the Ara Pacis monument (I century CE). These representations seem to refer to a symbolism of fertility and sexuality, and their absence in medieval time can be explained only considering religion influences.  相似文献   

The action workflow approach to workflow management technology     

Raúl Medina‐Mora  Terry Winograd  Rodrigo Flores  Fernando Flores 《The Information Society》2013,29(4):391-404

Abstract

This paper describes the ActionWorkflow? approach to workflow management technology: a design methodology and associated computer software for the support of work in organizations. The approach is based on theories of communicative activity as language/action, developed in a series of systems for coordination among users of networked computers. This article describes the approach, gives an example of its application, and shows the architecture of a workflow management system based on it.  相似文献   

The Need and Use of Process Recording in Policy Practice: A Learning and Assessment Tool for Macro Practice     

Catherine K. Medina 《Journal of Teaching in Social Work》2013,33(1):29-45

This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action.  相似文献   

Steven French and Juha Saatsi: The Continuum Companion to the Philosophy of Science     

Milena Ivanova 《Science & Education》2013,22(9):2363-2367

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Societal images of youth: representations and interpretations by youth actively engaged in their communities     

DeAnne K. Hilfinger Messias  Louise B. Jennings  M. Elizabeth Fore  Kerry McLoughlin  Deborah Parra‐Medina 《International journal of qualitative studies in education》2013,26(2):159-178

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A new approach to evaluation of university teaching considering heterogeneity of students’ preferences     

Marija Kuzmanovic  Gordana Savic  Milena Popovic  Milan Martic 《Higher Education》2013,66(2):153-171

Students’ evaluations of teaching are increasingly used by universities to evaluate teaching performance. However, these evaluations are controversial mainly due to fact that students value various aspects of excellent teaching differently. Therefore, in this paper we propose a new approach to students’ evaluations of university teaching based on data from conjoint analysis. Conjoint analysis is a multivariate technique used to analyze the structure of individuals’ preference. In particular, our approach accounts for different importance students attach to various aspects of teaching. Moreover, it accounts explicitly for heterogeneity arising from students’ preferences, and incorporates it to form comprehensive teaching evaluation score. We have conducted survey and confirmed applicability and efficiency of the proposed approach.  相似文献   

Leading educational transformation in Asia: sustaining the knowledge society     

Alma Harris  Michelle Jones  Sailesh Sharma  Sathiamoorthy Kannan 《Asia Pacific Journal of Education》2013,33(2):212-221

This article explores the implications of the knowledge society for education and education systems. It focuses on how education systems in Asia are contributing to the development and sustainability of the knowledge society through creating powerful professional learning communities. The article explores how professional collaboration, at scale, is being used to generate social capital in order to promote educational transformation and improvement. The article draws upon a range of theoretical perspectives to examine how professional learning communities are contributing to educational improvement and the construction of new knowledge. The article concludes by arguing that disciplined, collective and inter-dependent learning is critical for the knowledge society to be sustained.  相似文献