Innovation and change in higher education: Managing multiple polarities     

Carmel McNaught 《Perspectives: Policy and Practice in Higher Education》2013,17(3):76-82

Just who are ‘administrators’ in UK higher education? The definition of administrators is explored and it is argued that it has changed to become looser. Administrative roles are now much more diverse. Technological changes have created new roles and opportunities with progression opportunities for some staff. The statistical evidence from the Higher Education Statistics Agency is considered. This shows that a large percentage of support staff work in academic cost centres and changes in the numbers and type of staff working in different areas are considered.  相似文献   

Embodied and Aesthetic Education Approaches in the English Classroom     

Carmel Hinchion 《English in Education》2016,50(2):182-198

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Successful futures for all? Additional learning needs in Wales in the light of curriculum reform     

Carmel Conn  Matt Hutt 《British Journal of Special Education》2020,47(2):152-169

Wales is undergoing a major programme of educational reform, including the development of a new curriculum and transformation of the system for supporting learners with additional learning needs (ALN). This article reports on a research project investigating how these two elements are being brought together, drawing on interviews with policy leads and school‐based practitioners. Findings indicate that the new curriculum is perceived as broader, more focused on the quality of teaching and more relevant to all learners. Tensions were apparent, however, in the core belief systems of interviewees. For those with a school‐based and/or curriculum‐focused role, what is in the best interests of specific learners is a core belief that subsumes the idea of inclusivity and necessitates the continuation of arrangements for ALN in their current form. It is argued that clearer articulation of teachers as agents of change is required if educational transformation is to be achieved.  相似文献   

World Health Organization Seminar on National Focal Point Libraries,Kuwait, April 1984     

Michael Carmel 《Health information and libraries journal》1984,1(2):116-118

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Relationship between cognitive preferences and achievement in chemistry     

Carmel McNaught 《科学教学研究杂志》1982,19(2):177-186

In this report the relationships between cognitive preferences and patterns of achievement in chemistry for grade 12 students in Australia are investigated. The results of the study are consistent with the following two general propostions:

• 1 Students who develop the cognitive preferences consistent with those implied or stressed by the Higher School Certificate chemistry course tend to perform better on an end-of-course achievement examination than do students whose cognitive preferences are not consis tent with these implied preferences.
• 2 Higher cognitive preference for a particular preference is positively correlated with performance on the sorts of cognitive tasks implied in that preference.

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Artful Dodgers: an arts education research project in early education settings     

Nóirín Hayes  Jackie Maguire  Lucie Corcoran  Carmel O’Sullivan 《Irish Educational Studies》2017,36(2):203-219

Artful Dodgers is an arts education project developed by two artists and delivered in two early years settings located in two areas of urban disadvantage. It is a music and visual arts programme designed and implemented with early years teachers of children aged 3–5 years. It explored whether the provision of high-quality arts experiences could enhance children’s emerging literacy and numeracy. A novel ‘artist in(formed) residency’ model was developed within a unique arts education research design. Piloting a tripartite relationship between researchers, artists and early years teachers, this study was situated within a qualitative action research paradigm, with both artists located in both services weekly over a 12-week period. The evaluation of the programme indicates changes in pedagogical planning and style in the early years teachers over the period of the artists’ residency. Their language became more reflective and their practice incorporated a wider and richer range of materials; there was greater evidence of more child-led activities and unstructured play opportunities over the duration of the study. The data suggest that children’s social, cooperative and communication skills were enhanced. Recommendations have implications for the professional development of artists and teachers working in early years settings.  相似文献   

Developing a curriculum for the twenty-first century: the experiences of England and Northern Ireland     

Ian Colwill  Carmel Gallagher 《Prospects》2007,37(4):411-425

This article analyzes the common educational challenges faced by curriculum developers in the UK at the turn of the 21st century and the steps taken to address them by the Qualifications and Curriculum Authority in England and the Council for Curriculum Examinations and Assessment in Northern Ireland. The paper explores how the solutions emerging during the three curriculum review phases of 1998–1999 and 2005–2007 in England and 2000–2004 in Northern Ireland came about largely as a result of collegial working between the two bodies. As well as considering steps taken to develop aims that would drive curriculum change and a curriculum that would address the learning needs of students in the 21st century, the article also considers the lessons learnt about managing and supporting curriculum change. Developments in England and Northern Ireland serve to illustrate that an effective curriculum needs to: articulate clearly the key aims that will shape and drive it; be sufficiently visionary and flexible to allow teachers to respond to the needs of students now and in the future; and provide on-going support to help embed and sustain change. The three are inter-related and successful curriculum development involves considering them together.

Carmel GallagherEmail:

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Ian Colwill   is a freelance educational consultant. Until his recent retirement, he was a member of the executive of the Qualifications and Curriculum Authority in England with responsibility for curriculum development. He began his career teaching history in a secondary school in inner London before becoming an advisory history teacher for the Inner London Education Authority. He has since held senior posts in a succession of bodies advising the government on curriculum and assessment development with responsibility for developing and revising the national curriculum and producing a wide range of support materials. Carmel Gallagher   is currently a Visiting Senior Research Fellow at the UNESCO Centre, University of Ulster. Until recently, she was the manager in charge of Curriculum and Assessment Development at the Northern Ireland Council for Curriculum, Examinations and Assessment (CCEA), a post from which she has been seconded. She began her career teaching history in a large comprehensive school in West Belfast during some of the worst years of the Northern Ireland Troubles. She was seconded from this post to a number of curriculum development projects before she became the officer in charge of the history curriculum at the newly formed Northern Ireland Curriculum Council (NICC). Soon after this organisation merged with the Northern Ireland Secondary Examinations Council to form CCEA, she took over responsibility for the curriculum review process from 1996–2006, the production of a wide range of support materials and the development of an implementation strategy.  相似文献   

Multimedia Resources to Bridge the Praxis Gap: Modeling Practice in Elementary Science Education   总被引：1，自引：0，他引：1  

James J. Watters  Carmel M. Diezmann 《Journal of Science Teacher Education》2007,18(3):349-375

Numerous research studies have shown that science methods courses based on constructivist approaches can enhance teacher knowledge and confidence in ways that foster more positive attitudes to the teaching of science. However, a critical part of reflective practice is the opportunity to observe competent professionals practising their craft. Opportunities to observe teachers engaging in constructivist and inquiry based practices in many undergraduate programs are limited. Our goal was to make visible the pedagogical practices and assumptions of teachers through a suite of multimedia resources that provided visual examples of professional practices. In this paper, we report on the development and use of these multimedia resources. These resources incorporated interactive CDROMs, videos and websites and supplemented an instructional program that engaged learners in a range of reflective practices. Evaluation data were derived from focus group interviews with preservice teachers, from interviews with instructors and from surveys with inservice teachers. Analysis of these data supports the value of multimedia material as a vicarious learning experience; and highlights the extent that multimedia can demystify science teaching.  相似文献   

Glue ear – a common but complicated childhood condition     

Carmel Capewell 《Journal of Research in Special Educational Needs》2016,16(2):122-131

The changes in the Special Educational Needs and Disability Code of Practice extends the provision for those people aged 0–25 years and focuses more on disabilities, such as hearing difficulties. There is a particular focus on anticipating needs rather than waiting for ‘special educational’ needs to develop. This paper considers the implications of these changes for educators in providing appropriate support for young people with glue ear. This common condition affects about 80% of children under 7 years of age when they are developing their social and language skills and can result in permanent hearing impairment. This paper draws upon research which adapted and combined the methodologies of Photovoice and Interpretative Phenomenological Analysis to encourage a small sample of young people, and their mothers, to reflect upon their experience of chronic glue ear. The participants in this research explained that there were few adaptations made in the classroom to help minimise the impact of their hearing loss. Educational professionals appear to have a low awareness about the social, behavioural and cognitive effects of the condition on pupils. This may indicate that they would benefit from training in the potential impacts of it for their pupils.  相似文献   

The role of ritual in preschool settings     

Carmel Maloney 《Early Childhood Education Journal》2000,27(3):143-150

Ritual is a fact of school life and is enacted by teachers in their everyday classroom activities. This paper explores the various forms of ritual as they are played out in preschool settings. A key finding is that rituals have both variant and invariant qualities. The invariant order of ritual provides the stable framework that has become part of the school system, whereas rituals with high levels of variance are responsible for a more personalized and flexible approach to teaching. Classroom rituals have the potential to act as a tool through which teachers structure a particular form of practice that carries a rational pedagogical purpose for teachers. In this study preschool denotes the noncompulsory year of schooling immediately before children enter formal schooling. Children in this setting turn 5 years of age between January and December. Formal schooling in Western Australia begins in the year the child turns 6 years of age (January to December). The Montessori Pre-School catered to children from 3–5 years in keeping with the founder’s philosophy of mixed age groups.  相似文献