Relationships between perceived attributes of innovations and their subsequent adoption     

Glenn S. Allan  W. C. Wolf Jr. 《Peabody Journal of Education》2013,88(4):332-336

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信赖档案工作者：档案职业道德在建立公众信任中的作用   总被引：1，自引：0，他引：1  

Glenn Dingwall  蔡娜  吴开平 《北京档案》2005,(9):42-43

道德标准是衡量人们行为合理性的一个哲学分支,它教导人们做出合乎道德的行为.为做出合乎道德的决定提供参考,通常涉及到道德规范的制定.  相似文献   

Congressional oversight of security classification policy     

Glenn English 《Government Information Quarterly》1984,1(2):165-176

Security classification policy is generally established by the President through an executive order. Although Congress has no formally established oversight role on security classification issues, there has been fairly regular and systematic congressional oversight of security classification policy. However, the nature of the classification process makes it very difficult for Congress to monitor the way in which classification policy is applied in practice.  相似文献   

Administrative modernization in British universities     

Glenn E. Brooks 《Higher Education Quarterly》1973,27(4):431-456

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Distance learning in post-qualifying nurse education at Northumbria University: implications for the role of the library and library staff     

Bailey P  Cook G  Thynne E  Weatherhead E  Glenn S  Mitchell A 《Health information and libraries journal》2004,21(1):66-69

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On Teaching 'Flying into the Wind'     

Glenn Mascord 《English in Education》1987,21(2):55-60

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How do principals make sense of school leadership in Norwegian reorganised leadership teams?     

Hedvig Abrahamsen  Marit Aas  Glenn Ole Hellekjær 《School Leadership & Management》2015,35(1):62-78

A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches.  相似文献   

Searching for the public: school funding and shifting meanings of ‘the public’ in Australian education     

Jessica Gerrard  Glenn C. Savage  Kate O’Connor 《教育政策杂志》2017,32(4):503-519

School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary debates surrounding school funding. Taking the Australian Review of Funding for Schooling (the Gonski Report) as our case, we analyse the policy report and its subsequent media coverage to consider what meanings are made concerning the ‘publicness’ of schooling. Our analysis reveals three broad themes of debate in the report and related media coverage: (1) the primacy of ‘procedural politics’ (i.e. the political imperatives and processes associated with public policy negotiations in the Australian federation); (2) changing relations between what is considered public and private; and (3) a connection of government schooling to concerns surrounding equity and a ‘public in need’. We suggest these three themes contour the debates and understandings that surround the ‘publicness’ of education generally, and school funding more specifically.  相似文献   

Introducing veteran critical theory     

Glenn A. Phillips  Yvonna S. Lincoln 《International journal of qualitative studies in education》2017,30(7):656-668

Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community.  相似文献   

A Conceptual Framework for Emergent Digital Literacy     

Michelle M. Neumann  Glenn Finger  David L. Neumann 《Early Childhood Education Journal》2017,45(4):471-479

As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing.  相似文献