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41.
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,11(5):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement
in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in
Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves
as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised
for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there
has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities;
and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices
in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development
Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work.
Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent
not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking”
debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
42.
Greg Decker Greg B. Simpson Mark Yates Lawrence Locker 《Journal of Research in Reading》2003,26(3):280-286
Within the dual‐route framework it is hypothesised that readers exhibit flexibility in their use of lexical and non‐lexical information in word naming. In the present study, participants named high‐ and low‐frequency regular one‐syllable English words embedded within lists of regular or irregular one‐ or two‐syllable English words. A large number of irregular words should bias the reader toward the lexical route, whereas a list consisting exclusively of regular words should allow more efficient use of sublexical information present in the word. Word frequency effects were obtained when the list was dominated by either regular or irregular two‐syllable filler words. Furthermore, there was an interaction between frequency and regularity for the one‐syllable words, indicating that the frequency effect was significantly larger when the fillers were one‐syllable irregular words relative to one‐syllable regular words. These results extend those reported for a shallow orthography, and indicate strategic control over the use of phonological and lexical information in English word recognition. 相似文献
43.
Greg Winslett 《Journal of Higher Education Policy & Management》2016,38(5):534-549
The decision-making around resource allocation in universities is complex. It plays out through the structures of governance and bureaucracy, through interactions with colleagues, workplace cultures and through day-to-day individual work practices. To survive and succeed within this complex environment, teaching support staff need to be sensitive to the cues provided by their institution. This paper focuses on the cues available to teaching support staff within university strategic plans and considers the effects these cues may have on their day-to-day decision-making. The results provide a sample of the competing cues that have an impact on teaching support staff and provide a foundation for a reconsidered approach to university strategic planning. 相似文献
44.
Greg Ellwood 《海外英语》2005,(3):8-9
2004年电影五彩纷呈,各类电影争妍斗奇,2005 年的电影势头必将更加猛烈。让我们捕捉最值得期待 的10部电影,先睹为快。 相似文献
45.
Developments arising from recent theory‐directed attempts to understand learning are exposing weaknesses in the monopoly position attained by the operant model in special education. These new developments attest to the importance, the primacy and the functional significance of learning to use and to relate events (stimuli) in the environment. They also highlight the way in which the operant model excludes important learning details from consideration, not because they are intrinsically unmeasurable, but because measurable manifestations of them are not available at the time learning is taking place. Instructional technology, when updated to take into account these new developments, should be able to provide more reliable and more successful acquision, more precision in task analyses and, especially, more success in complex, longitudinal learning domains. Developing new technologies to supplement the successful operant ones should enable us to set higher expectations for success with, for example, intellectually disabled people in those domains in which they traditionally fail. 相似文献
46.
47.
Modeling the impacts of child care quality on children's preschool cognitive development 总被引:3,自引:0,他引:3
Duncan GJ;National Institute of Child Health Human Development Early Child Care Research Network 《Child development》2003,74(5):1454-1475
The National Institute of Child Health and Human Development (NICHD) Study of Early Child Care compared 3 statistical methods that adjust for family selection bias to test whether child care type and quality relate to cognitive and academic skills. The methods included: multiple regression models of 54-month outcomes, change models of differences in 24- and 54-month outcomes, and residualized change models of 54-month outcomes adjusting for the 24-month outcome. The study was unable to establish empirically which model best adjusted for selection and omitted-variable bias. Nevertheless, results suggested that child care quality predicted cognitive outcomes at 54 months, with effect sizes of .04 to .08 for both infant and preschool ages. Center care during preschool years also predicted outcomes across all models. 相似文献
48.
Between 1986 and 1993, tertiary education institutions, [TEIs] in New Zealand have transformed their annual reports from being uninformative, untimely and unobtainable documents, to ones that are well-presented, comprehensive and readily available in a timely fashion (Coy, Tower & Dixon, 1994). This paper reports a study of the events and experiences according to report preparers in bringing about this change, including the incentives and difficulties that they have been facing.The study uses data collected from 48 staff involved in report preparation at 15 of the 37 TEIs that are in New Zealand. These data are qualitative, and are analysed from a realist perspective mixing causal analysis and interpretive understanding (Silverman 1985).The study suggests that the mandated changes to reporting are seen as one facet of several recent public sector reforms in New Zealand. Interviewees felt that the changes to reporting were driven externally by legislation, and internally by the stances taken by some chief executive officers and by the professional ardour of some accountants. Moreover, the Audit Office was seen as a prominent agent of change.The general reactions of preparers of reports to the reforms range from strong support to resentment and scepticism. A major concern voiced was the potential for data reported by TEIs to be used for political purposes. On the other hand, improved staff motivation was noted in many institutions as well as greater cost consciousness and awareness of student, needs. However, these positive attributes were probably derived from the reforms in general, and not just from the changes to reporting. 相似文献
49.
This research used data from the National Longitudinal Survey of Youth (NLSY) to describe and model developmental trajectories across middle childhood. Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and reading scores and the mother-reported Behavior Problem Index in 1986, 1988, 1990, and 1992 provided data for middle-child trajectories of children aged 6 to 7 in 1986. Assessments in 1988, 1990, 1992, and 1994 provided data for children aged 6 to 7 in 1988. We used the raw score form of these data to estimate LISREL-based models of their autoregressive structure. As with other samples, average math and reading achievement trajectories were parabolic for NLSY children, with scores increasing at a decreasing rate over this period. Average behavior-problem trajectories were flat. Behind these average shapes was extreme diversity in level (and in some cases, slopes), of individual trajectories and a pronounced tendency for above average changes between two adjacent assessments to be followed by opposite-signed changes in the subsequent period. Estimates from our structural models showed great heterogeneity in the average level of achievement and behavior for all three outcomes and heterogeneous slopes for reading scores as well. Boys but not girls were found to have heterogeneous slopes for math and behavior problems, whereas girls but not boys showed a significantly higher degree of persistence if "shocked" off of their expected trajectories. 相似文献
50.
Greg Dimitriadis Emily Cole Adrienne Costello 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):361-379
The arts are often seen as peripheral to the ‘real business’ of school and schooling. While this has been the case for some time now, the increasing pressures of high-stakes testing and ever-more draconian public funding schemes (particularly in the wake of 9/11) have created something of a ‘perfect storm’ for those working in the arts. Arts proponents today live and operate within a culture of scarcity, having to justify their increasingly marginalized vocations while competing for continually shrinking resources. The result is an often deep-bodied sense of vulnerability, one which saturates the social field (both micro and macro) of arts education in ways not often publicly acknowledged. In this article, I explore this notion of ‘vulnerability’ as a framework for understanding qualitative data which emerged from a three-year arts and education project I conducted in a large, northeast city in the USA beginning in 2003. In so doing, I look to open up a broader discussion about the oft-ignored intersection(s) between the material and aesthetic in arts and education – a discussion which is sober about the future of such work in times of economic scarcity and conservative retrenchment. 相似文献