The very model of a modern major (media) candidate: Colin Powell and the rhetoric of public opinion     

Janis L. Edwards 《Communication quarterly》2013,61(2):163-176

In the surfacing stage of the 1995 Presidential campaign, media attention was focused on a non‐candidate, Retired General Colin Powell. This study examines the media's justification for such attention, in light of the absence of Powell's public instigation of a campaign. Coverage of Powell as a potential candidate reflects current media practice with regard to speculative reporting and the assertion of objectivity. Application of Burke's pentad to specific coverage in TIME and Newsweek illustrates how the media uses constructions of public opinion to rhetorically justify campaign coverage of a non‐candidate, transferring agency from the candidate to the “Public.”;  相似文献   

About to Die: How News Images Move the Public     

Janis L. Edwards 《Quarterly Journal of Speech》2013,99(2):246-250

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CONSIDERING MATERIALITY IN EDUCATIONAL POLICY: MESSY OBJECTS AND MULTIPLE REALS     

Tara Fenwick  Richard Edwards 《Educational theory》2011,61(6):709-726

Educational analysts need new ways to engage with policy processes in a networked world of complex transnational connections. In this discussion, Tara Fenwick and Richard Edwards argue for a greater focus on materiality in educational policy as a way to trace the heterogeneous interactions and precarious linkages that enact policy as complex manifestations. In particular, Fenwick and Edwards point to the methodologies of actor‐network theory (ANT), at least in its most recent permutations, as a useful approach to materiality in policy analysis. Published examples of educational policy studies drawing from these methodologies are beginning to appear. In reviewing these, we argue that ANT sensibilities help to make visible the sociomaterial assemblages—the “messy objects”—that enact policy, the micro‐negotiations that mobilize and stabilize (and destabilize) these assemblages, and the multiple ontologies that often coexist in policy environments. Fenwick and Edwards conclude with a discussion of methodological issues for working with concepts of ontological variance and messy objects in educational policy.  相似文献   

Lessons from ‘a really useful engine’™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity,imagination and reality in children’s contemporary play worlds     

Susan Edwards 《Cambridge Journal of Education》2011,41(2):195-210

This paper examines Vygotsky’s conception of play as a leading activity in the contexts of children’s contemporary play worlds. Commencing with an examination of the relationship between leading activities and the development of psychological functions, the paper moves into a consideration of the relationship between imagination and reality as a basis for play as a leading activity. The relationship is considered in the context of current discussion regarding the sociology of childhood and the sociology of consumerism to explore the ways in which children’s experiences in digital–consumerist contexts possibly shape learning and development. Drawing on the example of the highly popular character Thomas the Tank Engine?, the paper examines the implications associated with understanding play as a leading activity within contemporary contexts, and how these might relate to existing perspectives on play, pedagogy and curriculum in early childhood education settings.  相似文献   

Where have all the flowers gone? An investigation into the retention of religious education teachers   总被引：1，自引：0，他引：1  

E. M. Dadley  B. Edwards 《British Journal of Religious Education》2007,29(3):259-271

The authors dedicate this article to the memory of Canon Gordan Pavey 1919–2007: priest, teacher and loving friend.

This article reports on an investigation into the retention of secondary religious education teachers trained at one institution over a ten‐year period. The initial hypothesis was that many of these teachers would no longer be teaching, or would no longer be teaching religious education. However, the authors found that a high percentage of respondents were still teaching religious education. The article then analyses the ‘push’ and ‘pull’ factors that underlie this finding. Factors affecting retention are described and illustrated, making extensive use of qualitative data. The authors found that the overriding reason for continuing to teach religious education, despite the discouragements, was commitment to the subject: love of subject, belief in the value of the subject for pupils, a sense of vocation. The authors suggest therefore that, should these findings be replicated in other studies, a more useful hypothesis might be that a strong sense of vocation is a predominant factor in the retention of religious education teachers.  相似文献   

Can reflective practice be taught?   总被引：1，自引：0，他引：1  

Gail Edwards  Gary Thomas 《Educational studies》2010,36(4):403-414

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Disciplinary cultures in an Australian college of advanced education     

Anthony Potts  Debra Edwards  David Smith 《Journal of educational administration and history》2010,42(4):383-403

Recently scholars have called for more detailed historical study of the teaching lives of academics across countries, systems and institutions. This article contributes to the research on the professoriate in its widest sense. The article focuses on the disciplinary perspectives and cultures of academic staff employed in one of Australia’s oldest colleges of advanced education during the period 1965–1982. It examines official beliefs, slogans, and truisms, which formed part of these perspectives. Disciplinary perspectives include the academics’ views of the subject, the important problems for the subject, and the criteria of utility of the subject. Australia’s Commonwealth Advisory Committee on Advanced Education saw colleges of advanced education compared to universities enrolling students with different interests, stressing part‐time studies, concentrating on applied courses rather than humanities, being closely attuned to the labour market and workforce needs and being principally teaching institutions. They were to be equal but different to universities, but came to be viewed as equal but cheaper. A crucial issue is the extent to which the disciplinary perspectives of college of advanced education academics matched those that the legislators envisaged.  相似文献   

Determination of permeability of balloon fabrics     

Junius David Edwards 《Journal of The Franklin Institute》1918,186(2):243-245

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Eliminating common misconceptions about behavioral psychology: One step toward increased academic productivity     

Daniel H. Tingstrom  Ron Edwards 《Psychology in the schools》1989,26(2):194-202

The present article emphasizes the compatibility of behavioral psychology and behavioral interventions in the classroom with today's demands for educational excellence and accountability by classroom teachers. Teacher resistance to the implementation of behavioral interventions is discussed with respect to various misconceptions involving perceived practical obstacles. Misconceptions are corrected and practical suggestions for implementing behavioral interventions are provided. The use of behavioral interventions to achieve accountability and improved student performance is emphasized.  相似文献   

The AAMD ABS-SE,Part Two: Criterion-related validity in a behavior-disordered sample     

Gail M. Cheramie  Ron P. Edwards 《Psychology in the schools》1990,27(3):186-195

The purpose of this research was to determine the diagnostic validity of Part Two of the AAMD Adaptive Behavior Scale-School Edition (ABS-SE) for the classification of behavior-disordered (BD) children. The sample consisted of 66 elementary school students ranging in age from 7-0 through 12-11. There were three groups of subjects: (a) children classified BD; (b) children referred for behavior problems, but not classified; and (c) children in regular classrooms, neither referred nor classified. Teachers completed Part Two of the ABS-SE for all subjects. Validity was investigated for both domain and factor scores, with discriminant analyses yielding significant classification results. Using the domain scores generated by the stepwise discriminant analysis, the overall rate of correct classification was 71.21%; using factor scores, the level of correct classification increased to 77.27%.  相似文献