Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools     

Charlotte Struyve  Chloé Meredith  Sarah Gielen 《Journal of Educational Change》2014,15(2):203-230

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. While presented as a catalyst for educational improvement, it blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools as well as the professional self-understanding of teacher leaders. This article reports on an exploratory study of the perceptions of teacher leaders in Flemish primary and secondary schools. By conducting semi-structured interviews of 26 teacher leaders, we collected data concerning their tasks and the consequences for both their social–professional relations with teacher colleagues and school leaders and their professional self-understanding. From a micro-political perspective, the results demonstrate how teacher leadership introduces new structures of interactions in schools that makes teacher leaders find themselves continuously juggling between two different agendas of professional interests: obtaining recognition as a teacher leader by their colleagues as well as maintaining their social–professional relationships with their colleagues.  相似文献   

The importance of a collaborative culture for teachers’ job satisfaction and affective commitment     

Meredith  Chloé  Moolenaar  Nienke  Struyve  Charlotte  Vandecandelaere  Machteld  Gielen  Sarah  Kyndt  Eva 《European Journal of Psychology of Education - EJPE》2023,38(1):43-62

European Journal of Psychology of Education - Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school...  相似文献   

Determinants of bone mineral density in patients on haemodialysis or peritoneal dialysis – a cross-sectional,longitudinal study     

Mads Nybo  Bente Jespersen  Michael Aarup  Charlotte Ejersted  Anne Pernille Hermann  Kim Brixen 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(3):342-350

Introduction:

The aim of the study was to identify biomarkers of alteration in bone mineral density (BMD) in patients on haemodialysis (HD) and peritoneal dialysis (PD).

Materials and methods:

In a cross-sectional, longitudinal study dual-energy X-ray absorptiometry scans were performed in 146 HD-patients and 28 PD-patients. Follow-up after 14 months (mean) was conducted in 73 patients. As potential biomarkers we investigated parathyroid hormone (PTH), 25-hydroxy vitamin-D, ionised calcium, albumin, phosphate, and total alkaline phosphatases (t-ALP).

Results:

Both groups of dialysis patients had lower BMD in the femoral neck (BMD_neck) (P < 0.001) and forearm (BMD_forearm) (P < 0.001) compared to healthy controls, but comparable BMD in the lumbar spine (BMD_spine). BMD did not differ between dialysis types, but patients ever-treated with glucocorticoids had significantly lower BMD, while patients with polycystic kidney disease had higher BMD. BMD correlated with body weight, actual age, age at initiation of dialysis, duration of dialysis and levels of PTH and t-ALP. However, t-ALP only remained associated with low BMD_spine after adjusting for other factors (P = 0.001). In the follow-up study all patients had decreased BMD in all three locations, but only for the lumbar spine there was a significant association between BMD and the bone markers t-ALP (P = 0.009) and PTH (P = 0.013).

Conclusions:

Both HD and PD patients have low BMD, and increased concentrations of t-ALP is associated BMD_spine after adjustment, while PTH and t-ALP is associated with decrease in BMD_spine over time. This substantiates the use of these biomarkers in both types of dialysis patients.  相似文献   

The effects of accountability measures in English secondary schools: early and multiple entry to GCSE Mathematics assessments     

Rachel Charlotte Taylor 《牛津教育评论》2016,42(6):629-645

This study used semi-structured interviews with staff in 14 secondary schools in England to explore strategies for entering students to GCSE Mathematics, focusing on the use of early and multiple examination entry. The key findings suggest that teachers were keenly aware of performativity pressures and that this prompted the use of a number of strategic entry practices, including the frequent use of early entry to allow students multiple examination attempts. This approach aimed to maximise the number of students achieving a grade C, the threshold for school accountability measures and for accessing further education and employment opportunities. Widespread use of early and multiple entry is likely to cease in England following amendments to accountability measures announced in 2013, yet this study adds a further perspective to the well-established literature detailing the impact of accountability measures in schools, as well as depicting teachers’ views on the effects of early and multiple entry upon pupils’ education.  相似文献   

Reflections on the 7th Invitational Seminar on Research and Development in Health and Environmental Education: Anchorage,Alaska, USA,October 2003     

Paul Hart  M. J. Barrett  Karsten Schnack  Janet E. Dyment  Jim Taylor  Charlotte Clark 《Environmental Education Research》2004,10(4):563-574

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The Tower in Red and Yellow: Using Children's Drawings in Formative Research for Alum Simsim, an Educational Television Series for Egyptian Children     

Alyaa Montasser  Charlotte Frances Cole  Janice Fuld 《Early education and development》2002,13(4):395-408

Formative Research is an integral part of the development of Sesame Workshop's productions worldwide. It is used to bring children into the television production process and give producers insights into what children like and learn from material as it is being produced. Using examples from a study of six test segments of the television series Alam Simsim, the Egyptian Sesame Street, this paper illustrates how one non-conventional research method-systematic analysis of children's artwork-can be used, in conjunction with other research tools, to gain supplemental feedback from children during formative research of educational television.  相似文献   

Researching and developing interdisciplinary teaching: towards a conceptual framework for classroom communication     

Charlotte Woods 《Higher Education》2007,54(6):853-866

Calls for teaching and learning that cross subject boundaries have been making themselves heard in recent Higher Education literature in different national contexts. Communication is pivotal in any such learning encounter: it is in the process of negotiating meaning across disciplines that its rewards and challenges lie. And yet, the question of what characterises interdisciplinary classroom communication in the sector is little researched and little understood. How such interaction differs from that in the monodisciplinary university classroom is under-theorised. Adapting Applied Linguistic theory in Intercultural Communicative Competence (Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.) and drawing on a taxonomy of academic disciplines (Becher, T., & Trowler, P. R (2001). Academic tribes and territories.Buckingham: Society for Research in Higher Education/Open University Press.), the article proposes a model of Communicative Competence as a conceptual tool to shape thinking in developing and researching interdisciplinary teaching and learning in the university classroom.  相似文献   

Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte     

Charlotte Kramer  Johannes König  Gabriele Kaiser  Rudy Ligtvoet  Sigrid Blömeke 《Zeitschrift für Erziehungswissenschaft》2017,20(1):137-164

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Has Motivational Interviewing Fallen into its Own Premature Focus Trap?     

Charlotte Emma Hilton  Claire Lane  Lynne Halley Johnston 《International journal for the advancement of counseling》2016,38(2):145-158

Since the initial conception of the behaviour change method Motivational Interviewing, there has been a shift evident in epistemological, methodological and practical applications, from an inductive, process and practitioner-focussed approach to that which is more deductive, research-outcome, and confirmatory-focussed. This paper highlights the conceptual and practical problems of adopting this approach, including the consequences of assessing the what (deductive outcome-focussed) at the expense of the how (inductively process-focussed). We encourage a return to an inductive, practitioner and client-focussed MI approach and propose the use of Computer Assisted Qualitative Data Analysis Systems such as NVivo in research initiatives to support this aim.  相似文献   

Working in Creative Partnership with Students to Co-Produce Neuroanatomy e-Learning Resources in a New Era of Blended Learning     

Scott Border  Charlotte Woodward  Octavia Kurn  Cara Birchall  Hailey Laurayne  Deepika Anbu  Charlie Taylor  Samuel Hall 《Anatomical sciences education》2021,14(4):417-425

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive toward blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership organization for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline.  相似文献