Principals of audit: testing,data and ‘implicated advocacy’     

Greg Thompson  Nicole Mockler 《Journal of educational administration and history》2016,48(1):1-18

Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand, they appear to be celebrated as what Ball (2003 Ball, S., 2003. The teacher's soul and the terrors of performativity. Journal of education policy, 18 (2), 215–228.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) has termed the ‘new hero of educational reform'; on the other, they are often ‘held to account’ through those same performative processes and technologies. These have become compelling in schools and principals are ‘doubly bound’ through this. Adopting a Foucauldian notion of discursive production, this paper addresses the ways that the discursive ‘field’ of ‘principal’ (within larger regimes of truth such as schools, leadership, quality and efficiency) is produced. It explores how individual principals understand their roles and ethics within those practices of audit emerging in school governance, and how their self-regulation is constituted through NAPLAN – the National Assessment Program, Literacy and Numeracy. A key effect of NAPLAN has been the rise of auditing practices that change how education is valued. Open-ended interviews with 13 primary and secondary school principals from Western Australia, South Australia and New South Wales asked how they perceived NAPLAN's impact on their work, their relationships within their school community and their ethical practice.  相似文献   

Attachment representations of deaf adults     

McKinnon CC  Moran G  Pederson D 《Journal of deaf studies and deaf education》2004,9(4):366-386

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Personal construct systems in vocational development and information-processing     

Greg J. Neimeyer 《Journal of Career Development》1989,16(2):83-96

Greg J. Neimeyer is Associate Professor, Department of Psychology, University of Florida, Gainesville, Florida 32611.  相似文献   

Responses to Wyse and Styles' article, “Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’” (Literacy, 41, 1, April 2007)     

Margaret Cook  Alison Littlefair  Greg Brooks 《Literacy》2007,41(3):169-170

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Doing time in the sociology of education     

Bob Lingard  Greg Thompson 《British Journal of Sociology of Education》2017,38(1):1-12

Abstract

This article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction of clock time implicitly frames most work in the sociology of education. The concept of ‘timespace’ offers a way to go beyond both clock time and the current ‘spatial turn’ in the sociology of education that prioritises space over time. It is shown how computerisation also ushers in a new temporality, which works simultaneously with clock time and perhaps presages the move from a disciplinary to control society. The article accepts that there are multiple and dynamic temporalities and correlatively supports a working together of historical and sociological imaginations towards a sociology of education that acknowledges and works with multiple temporalities, empirically, methodologically, theoretically and in research writing.  相似文献   

Research paradigm choices made by postgraduate students with Pacific education research interests in New Zealand     

Greg Burnett 《高等教育研究与发展》2012,31(4):479-492

This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the research. Secondly, and more significantly, trends in the theorisation of Pacific postgraduate education research are identified using a positivist-interpetivist-emancipationist-deconstructivist paradigm typology as a basis for analysis, in particular the degree to which the latter two research perspectives have been embraced. It is argued that research done within emancipationist and deconstructionist paradigms has the most socially transformative potential. The completion of socially transformative educational research is significant given increasing calls from within Pacific communities to decolonise and re-indigenise both educational research agendas as well as systems of Pacific primary and secondary schooling influenced by educational research. The paper demonstrates, however, that very little emancipationary and deconstructivist education research has been completed. This apparent mismatch is explored in the light of the wider competing educational discourses of Pacific colonisation and indigenisation.  相似文献   

Images of Injury: Graphic News Visuals’ Effects on Attitudes toward the Use of Unmanned Drones     

Erica Scharrer  Greg Blackburn 《Mass Communication and Society》2013,16(6):799-820

In this study, sanitized coverage of the United States’ use of military drone strikes in foreign countries is pitted against more graphic news images in an experimental setting to determine effects on attitudes toward the use of U.S. military drones. In addition, multiple news exposures are tested to determine whether individuals can become emotionally inured to such coverage, even when images are more graphic. Key results find those who viewed graphic news visuals did not show evidence of desensitization after repeated viewing and expressed higher levels of concern regarding drone use but not reduced support for U.S. drone policy.  相似文献   

We Never Have to Say Goodbye: Finding a Place for OPACS in Discovery Environments     

J. Greg Matthews 《Public Services Quarterly》2013,9(1):55-58

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NISO Open Access Metadata and Indicators Working Group: Creating a Cross-Audience Solution     

Nettie Lagace  Greg Tananbaum 《期刊图书馆员》2013,64(2):123-127

As open access material becomes more available across the scholarly information space, a need has arisen for creation of special metadata indicating this open access status, and for that metadata to be standard through the supply chain in order to be shared and communicated most effectively among a number of players. The National Information Standards Organization has recently launched a new work item, the Open Access Metadata and Indicators working group, which will specify a standardized set of metadata elements to detail article accessibility and license permissions. By defining how to tie availability permissions to an object useful to humans and machines, the group intends to support improved communication of this information and affect better use of open access material overall.  相似文献   

Formal features in children's science television: Sound effects,visual pace,and topic shifts     

Greg Boiarsky  Marilee Long  Greg Thayer 《Communication Research Reports》2013,30(2):185-192

This study analyzes the auditory, visual, and information‐presentation pace of children's science television programs. These half‐hour programs averaged more than 19 sound effects per minute, 14 visual changes (cuts, wipes, and fades/dissolves) per minute, and more than 27 topic shifts per program. These results indicate that the current crop of programs presents content at a pace that may reduce their effectiveness.  相似文献