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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Guest Editorial     

Orit Zaslavsky  Olive Chapman  Roza Leikin 《Journal of Mathematics Teacher Education》2000,3(3):201-203

Editorial Board

Guest Editorial  相似文献   

Lifelong learning and the reform of the teaching practicum in Australia     

Ron Toomey Corresponding author  Judith Chapman  Janet Gaff  Jacqueline McGilp  Maureen Walsh  Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  相似文献   

International minority ethnic academics at predominantly white institutions     

Kalwant Bhopal  Thandeka K. Chapman 《British Journal of Sociology of Education》2019,40(1):98-113

Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics.  相似文献   

Few CT scan abnormalities found even in neurologically impaired learning disabled children     

M B Denckla  M LeMay  C A Chapman 《Journal of learning disabilities》1985,18(3):132-135

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Science and technology management: Designing an undergraduate course     

Dr Chris Kirk  Mr Richard Chapman 《Research in Science Education》1992,22(1):255-259

This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison was made between the skills and abilities in science and technology students desired by industrial employers and whether New Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the design of a new Science and Technology Management course is outlined. Specializations: science and technology education, co-operative education, development of professional skills. Specializations: co-operative education programmes.  相似文献   

Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?          下载免费PDF全文

Tina L. Stanton‐Chapman  Eric L. Schmidt 《Journal of Research in Special Educational Needs》2017,17(4):237-246

The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities.  相似文献   

Editorial     

L. John Chapman 《Literacy》1986,20(1):2-2

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How headmasters perceive their role: A case study in Botswana   总被引：1，自引：0，他引：1  

David W. Chapman  Shirley A. Burchfield 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(6):401-419

This study investigates the extent to which junior secondary school headmasters in Botswana differ in their beliefs about the impact of their activities in instructional supervision, school management, and communications between the school and the community about student achievement. The study reveals that groups of headmasters who differ in these beliefs also differ in the way they view the dynamics of their school. Implications for headmaster selection, headmaster training, and decentralization of educational management are discussed.

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Zusammenfassung Diese Studie untersucht, inwieweit die Auffassungen der Lehrer an der junior secondary school (auf die Sekundarstufe vorbereitende Schule) in Botswana über den Einfluß ihrer Aktivitäten auf Unterrichtsüberwachung, Schulleitung und die Kommunikation zwischen den Schulen und der Gemeinde zu den Leistungen der Schüler voneinander abweichen. Die Studie zeigt auf, daß die Schulleiter, die unterschiedliche Meinungen vertreten auch die Dynamik ihrer Schulen unterschiedlich bewerten. Diskutiert werden auch die Auswirkungen auf die Auswahl von Schulleitern, Fortbildungen für Schulleiter und auf die Dezentralisierung der Bildungsverwaltung.

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Résumé Cette étude examine dans quelle mesure les jeunes directeurs des écoles secondaires du Botswana conçoivent différemment l'impact de leur activité sur l'orientation pédagogique, la gestion scolaire et la manière dont l'école informe la communauté des résultats scolaires. L'étude révèle que certains groupes de directeurs affichant des conceptions divergentes sur ces thèmes diffèrent également dans leur façon de considérer la dynamique de leur école. Il s'ensuit une discussion des conséquences à envisager dans la sélection des directeurs, leur formation et la décentralisation de la gestion scolaire.

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Mother-infant interaction in rhesus monkeys treated clinically with delta-9-tetrahydrocannabinol     

M S Golub  E N Sassenrath  L F Chapman 《Child development》1981,52(1):389-392

Behavior was studied in 15 rhesus monkeys mother-infant pairs, 5 of whom were exposed to delta-9-tetrahydrocannabinol continuously throughout gestation and the nursing period via drug treatment of mother (2.4 mg/kg/day). The drug-exposed mother-infant pairs were similar to nontreated controls in the amount and types displayed at 10 and 90 days of age, and adequate maternal care was demonstrated by all mothers. Drug-exposed pairs, however, showed no increase in interaction patterns that signal the onset of mother-infant independence at about 3 months of age. This finding suggests that mother-infant attachment may be a behavioral system that is particularly sensitive to modification by perinatal exposure to psychoactive drugs.  相似文献