Authors and open access publishing     

Alma Swan  Sheridan Brown 《Learned Publishing》2004,17(3):219-224

Surveys were carried out to learn more about authors and open access publishing. Awareness of open access journals among those who had not published in them was quite high; awareness of ‘self‐archiving’ was less. For open access journal authors the most important reason for publishing in that way was the principle of free access; their main concerns were grants and impact. Authors who had not published in an open access journal attributed that to unfamiliarity with such journals. Forty per cent of authors have self‐archived their traditional journal articles and almost twice as many say they would do so if required to.  相似文献   

Reforming systems: Realizing the Fourth Way     

Alma Harris 《Journal of Educational Change》2011,12(2):159-171

This article outlines how the work of Andy Hargreaves has significantly and substantially informed our understanding of educational change, particularly systemwide change, by drawing upon his most recent research and writing to consider what is known about the process of successful, large-scale reform. It focuses on some of the “fallacies of change” derived from a recent project of high performing organizations the author has co-directed with Andy Hargreaves and then considers an alternative way of realizing and sustaining large-scale reform—described as the Fourth Way by Hargreaves and Shirley (The fourth way: The inspiring future for educational change, Corwin Press, Thousand Oaks, 2009). The article reflects upon the current reform process in Wales in relation to Fourth Way principles and considers the development of professional learning communities as a deliberate strategy for building and sustaining the capacity for systemwide change.  相似文献   

A missing link? Contemporary insights into principal preparation and training in Russia     

Nadezhda Bysik  Nadezhda Evstigneeva  Natalia Isaeva  Katsiaryna Kukso  Alma Harris  Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):331-341

Over the last decade, the Russian education system has undergone significant transformation that has radically changed the expectations placed upon the school principals. This current reform process has placed far greater responsibilities and accountabilities upon principals to secure school effectiveness and improved student learning outcomes. This article offers some insights into the way in which principals in Russia are currently prepared and trained. It outlines initial quantitative findings from Russian principals, as part of a contemporary, large-scale empirical study of principal leadership preparation and training. The emerging empirical evidence highlights that the new principal standards and training requirements in Russia reinforce “managerial approaches” that are not necessarily meeting the needs of principals.  相似文献   

Contemporary challenges and changes: principals' leadership practices in Malaysia     

Michelle Jones  Donnie Adams  Mabel Tan Hwee Joo  Vasu Muniandy  Corinne Jacqueline Perera  Alma Harris 《Asia Pacific Journal of Education》2015,35(3):353-365

This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed.  相似文献   

Arginase Activity and Lecithin/Sphingomyelin (L/S) Ratio in the Amniotic Fluid of Pregnant Women     

Gordana Bjelakovic  Petar Miladinovic  Tatjana Jevtovic-Stoimenov  Ivana Stojanovic  Jelenka Nikolic  Dusica Pavlovic  Gordana Kocic  Marija Bjelakovic  Mira Ilic  Dusan Sokolovic  Jelena Basic 《Indian journal of clinical biochemistry : IJCB》2015,30(1):84-88

Arginase activity is important in polyamines and nitric oxide production which are required for the normal growth of placenta and embryo. A considerable arginase activity is observed in amniotic fluid in women at the end of pregnancy. Lecithin to sphingomyelin (L/S) ratio is widely used in order to assess fetal lung immaturity and prevention of neonatal respiratory distress syndrome, the major cause of neonatal morbidity and mortality. The purpose of our study was to determine if there is a relationship between arginase activity and L/S ratio in amniotic fluid. The study included 170 pregnant women, 18–43 years old, with normal and pathological pregnancy. The arginase activity was measured on the basis of the determination of the amount of liberated ornithine from arginine as substrate. The L/S ratio was done by using a thin layer chromatography. Increased level of arginase activity correlates with the fetal lung maturity. Arginase activity and L/S values may be useful biochemical data, for intrauterine baby maturity.  相似文献   

Qualified to lead? A comparative,contextual and cultural view of educational policy borrowing     

Alma Harris  Michelle Jones  Donnie Adams 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):166-178

Abstract

Background: Around the globe, education policy borrowing remains pervasive and prevalent. The strategies, interventions and innovations of education systems that perform well, in international assessments, are enthusiastically borrowed and copied in the anticipation of similar educational performance and outcomes.

Purpose: This purpose of the article is to highlight some of the implications and consequences of policy borrowing by comparing the preparation and development programmes for school leaders in various education systems. The article explores the way in which the leadership programmes and models are being adopted and developed by different countries.

Sources of evidence: The article draws upon findings from a contemporary, comparative study of leadership preparation and development across seven different education systems (Seven System Leadership Study). This large-scale, mixed-methods, comparative research study is collecting quantitative and qualitative data about the nature and impact of leadership development and preparation programmes in seven different education systems.

Main argument: The findings from the study reinforce how leadership preparation and development programmes are increasingly becoming standardised as a result of education systems borrowing and adapting from each other. This article also argues that in the contemporary policy discourse, important cultural and contextual influences that significantly affect subsequent implementation and outcomes are increasingly being side-lined and ignored.

Conclusions: This article highlights some of the limitations and unintended consequences of educational policy borrowing. It concludes that adopting some of the design features of effective interventions rather than simply borrowing policies or strategies, in part or in their entirety from very different contexts, may be a more productive way forward.  相似文献   

Leading in context: putting international comparisons into perspective     

Alma Harris  Michelle Jones 《School Leadership & Management》2017,37(5):431-433

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Evaluating Enterprise in Higher Education: the practical,methodological and ideological issues     

Alma Harris 《Assessment & Evaluation in Higher Education》1993,18(3):167-175

This article explores the practical, methodological and ideological issues stemming from the evaluation of two enterprise initiatives in higher education. It considers the evaluation strategies adopted by the Enterprise in Higher Education Initiative (EHE) and the Enterprise Awareness in Teacher Education programme (EATE). A comparative analysis of their approaches to evaluating enterprise is offered along with a critical analysis of the evaluative approaches adopted. Some of the more general difficulties of evaluating enterprise are highlighted and the paper concludes with a consideration of the effect of political tensions upon the evaluations of programmes such as the enterprise programmes.  相似文献   

Conflict Management in Pre-schoolers: A cross-cultural perspective La Gestion des Conflits chez les Enfants d'Age Pre´scolaire: Une perspective interculturelle Gestio´n de Conflictos en los Preescolares: Una perspectiva inter-cultural     

José A. Sánchez Medina  Virginia Martínez Lozano  Paul P. Goudena 《International Journal of Early Years Education》2001,9(2):153-160

The aim of the present article is to study of role that cultural differences play in peer interactions. We analysed children's behaviour during play, focusing on the conflicts that took place among pre-schoolers during leisure time, comparing the results obtained between children from Andalusia and Holland. We found a tendency for Andalusian children to prioritise the maintenance of the interaction above personal objectives, as well as a more marked interest in the Dutch pre-schoolers in conserving their own point of view before others, regardless of the possibility of disrupting the activity. Our explanation of the results was supported by consideration of peer interactions as peer cultures, which at the time of producing one's own social order reproduce the order of the adult culture in which they are developing. The influence of the collective - individualistic dimension as centre of important differences between the two cultures completes our argument. Le présent article a pour but d'étudier le rôle des différences culturelles dans l'interaction entre enfants du même âge. Nous avons analysé le comportement d'enfants en train de jouer, en nous concentrant sur les conflits qui se produisaient entre enfants d'âge préscolaire pendant leurs loisirs, et en comparant les résultats obtenus pour des enfants d'Andalouise et de Hollande. Nous avons trouvé que les enfants andalous avaient tendance à donner la priorité à la sauvegarde de l'interaction plutôt qu'à leurs objectifs personnels, tandis que les petits hollandais montraient un intérêt plus marqué envers le maintien de leur point de vue par rapport aux autres, sans se préoccuper de la possibilité de perturber l'activité. L'explication des résultats a été appuyée en considérant les interactions d'enfants du même âge au sein de leur groupe, qui, au moment de la production de leur propre ordre social, reproduisent l'ordre de la culture adulte dans laquelle ils se développent. L'influence du collectif - la dimension individualiste en tant que centre de différences importantes entre les deux cultures - complète notre argument. El objectivo del presente artículo es estudiar el papel que las diferencias culturales juegan en Las interacciones entre iguales. Estudiamos el comportamiento de los niños durante el juego centrándonos en los conflictos que tuvieron lugar entre preescolares a la hora del recreo, comparando los resultados obtenidos entre niños de Andalucía y de Holanda. Descubrimos que había una tendencia en los niños andaluces a priorizar el mantenimiento de la interacción por encima de los objetivos personales, así como un interés más marcado en los preescolares holandeses por conservar su propio punto de vista frente a los demás, sin tener en cuenta la posibilidad de trastornar la actividad. La explicación de los resultados apoyó en la consideración de las interacciones entre iguales, como en cursiva, donde los niños, a la vet de producir que en el momento un producir el orden social propio, reproducen el orden de la cultura adulta en la que se desarrollan. La influencia de la dimensión colectivismo-individualismo como ejc de importantes diferencias entre ambas culturas completa nuesta argumentación.  相似文献   

Why context matters: a comparative perspective on education reform and policy implementation     

Alma Harris  Michelle Jones 《Educational Research for Policy and Practice》2018,17(3):195-207

This article explores the significance of context within the process of contemporary education reform and policy-making. It draws upon evidence from a comparative study of educational change and transformation in seven education systems: Australia, England, Indonesia, Hong Kong, Malaysia, Russia, and Singapore. The article focuses on school leadership preparation, training, and development, which has become a policy priority and central improvement strategy in many education systems. The article explores how seven education systems are using this strategy to promote school and system improvement. The article reflects upon the centrality of context in the process of policy implementation and in the broader pursuit of system transformation. The article concludes that more contextually appropriate approaches to educational policy selection are needed and that borrowing approaches from other countries many bring unintended consequences and unfortunate side effects. Further, the article concludes that the process of policy implementation, in context, requires far more attention, if the intended outcomes are to be achieved.  相似文献