Establishing a Counselling Service for Teachers     

Bill Connor 《School Leadership & Management》2013,33(2):163-165

This paper is about the experience of preparation for incorporation in a sixth form college. The purpose of the paper is to take an analytical and reflective view of recent practice and developments which may have applications for all education managers facing externally imposed change. Its focus is on communication and consultation structures, the changing balance of power as institutions become independent of local authorities, and industrial relations in a new culture. It concludes that, without a full understanding of internal processes and structures and a strategy for strengthening them, colleges will continue to be ill‐equipped for survival as incorporated institutions.  相似文献   

THE POWELL BILL,HR. 13079     

A Bill 《Equity & Excellence in Education》2013,46(2):29-34

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Improving early childhood teacher education: Preservice teachers' beliefs about inclusion     

Angela C. Baum  Paula McMurray‐Schwarz 《Journal of Early Childhood Teacher Education》2013,34(3):147-155

Abstract

The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research.  相似文献   

Reading as pleasure or difficult task: Easy reading and disenchantment     

Bill Dunn 《Literacy》1985,19(3):140-146

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‘We're all in this game whether we like it or not to get a number of As to Cs.’ Design and technology teachers' struggles to implement creativity and performativity policies     

Bill Nicholl  Ros McLellan 《British Educational Research Journal》2008,34(5):585-600

Education reform in England has seen many policies and initiatives introduced by central government. This article discusses two such policies, performativity and creativity. Performativity has been central to the government's agenda of raising standards and includes monitoring mechanisms such as Office for Standards in Education (Ofsted) inspections, performance management and school league tables, all of which are used to measure or judge the value or worth of a school or individual teacher. At the same time as policies on performativity have been implemented, policy makers have introduced a number of policies to encourage creativity in education. This article foregrounds teachers of design and technology (D&T) at secondary level (11–16 years), describing how they struggled to implement both strategies. Teachers valued creativity and thought it was an important part of the subject, but the pressure to be seen to be performing and getting favourable positions in school league tables and Ofsted inspections meant the teaching of D&T became rather formulaic, which allowed very little opportunity for creative learning. Individual interviews were conducted with 14 D&T teachers across six schools and an open‐ended email survey was conducted with a further 17 D&T teachers from 15 schools during the preliminary phase of a research and intervention project. In addition, 69 D&T teachers across eight schools completed a questionnaire at the start of the main intervention period. Data from 126 student interviews across six schools are used to support the teacher data outlined above.  相似文献   

The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes     

Thomas F. Nelson Laird  Rick Shoup  George D. Kuh  Michael J. Schwarz 《Research in higher education》2008,49(6):469-494

“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college, and that the strength of these relationships is relatively consistent across disciplinary categories.  相似文献   

The effects of instructional method upon the acquisition of inquiry skills     

Barbara Thomas  Bill Snider 《科学教学研究杂志》1969,6(4):377-386

This study investigated the effects of Guided Discovery vs. Didactic methods of instruction upon the acquisition of certain inquiry skills. At the same time, the effects of method on the attainment of factual-conceptual achievement was assessed. Hypotheses of no interaction of the methods variable with the learner variables—sex, measured intelligence, creativity, interest in science, general scholastic achievement, and science achievement—were also tested. The sample consisted of 140 8th-grade students. The duration of the experimental unit was six weeks. The subject matter was the same for each, “Early Man in America.” The results favored the Didactic group for the factual-conceptual achievement and the Guided Discovery for the acquisition of inquiry skills. However, in the latter there was an interaction of method with levels of measured intelligence and achievement.  相似文献   

The allure of the past: Citizen Major and the dismantling of citizenship 1     

Bill Schwarz 《Changing English: An International Journal of English Teaching》1994,1(2):32-45

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Rhetorics of Meaning or Renovating the Subject of English Teaching?     

Bill Green 《Changing English: An International Journal of English Teaching》1997,4(1):7-30

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(1):i-vi

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