The politics of education policy in England     

Helen M. Gunter 《International Journal of Inclusive Education》2015,19(11):1206-1212

In this appreciative discussion paper I provide an overview of the reforms made to education in England, and engage with the politics of education through examining the simultaneous and inter-related processes of politicisation, depoliticisation and repoliticisation of educational matters. I engage in a discussion of the papers in this special issue through this framework.  相似文献   

Professional learning in pre-service and in-service teacher education: contexts and issues     

Susan Edwards  Joce Nuttall 《Asia-Pacific Journal of Teacher Education》2015,43(3):181-182

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Taking an Attention‐Grabbing “Headlines First!” Approach to Engage Students in a Lecture Setting          下载免费PDF全文

G. Keith Harris  Clint Stevenson  Helen Joyner 《Journal of Food Science Education》2015,14(4):136-141

Let's face it. Traditional lectures do not consistently capture our students’ attention, especially when they are PowerPoint‐driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of “wasted” investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem‐based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students’ attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how “Headlines First!” storytelling can be used effectively to engage students in the science classroom.  相似文献   

Attitudes to the Use of Alternative Assessment Methods in Mathematics: A Study with Secondary Mathematics Teachers in Sydney,Australia   总被引：1，自引：0，他引：1  

Helen M. G. Watt 《Educational Studies in Mathematics》2005,58(1):21-44

Given issues related to differences in learner characteristics, effective sampling across the content domain, and recent emphases on assessing meaningfully contextualised abilities and higher-order cognitive processes, the traditional mathematics test arguably does not provide a valid measure of student ability. Consequently, there is a need to incorporate alternative methods of assessment that are able to effectively assess the range of students mathematical abilities. The present study investigated methods of assessment used by 60 mathematics teachers from 11 secondary schools in metropolitan Sydney, as well as their attitudes to a range of alternative assessment methods, together with reasons why they would or would not implement these. Results showed that teachers were satisfied with traditional tests as valid measures of student ability, particularly for senior school years. Teachers generally did not favour implementing alternative assessment methods, although those with the least years teaching experience reported more positive attitudes. A major concern raised by teachers about the use of alternative assessment methods related to their perceived subjectivity. Explanations for these findings are advanced for teachers who have varying lengths of teaching experience.  相似文献   

Perpetuating gender stereotypes in the classroom: a teacher perspective   总被引：1，自引：1，他引：1  

Colette Gray  Helen Leith 《Educational studies》2004,30(1):3-17

This paper discusses findings from a study funded by the Equality Commission for Northern Ireland (NI) to explore the promotion of gender equity in the classroom and the extent to which initial teacher training and in-service courses address gender issues. Data from a questionnaire survey of 344 teachers and the qualitative dimensions of the study suggest that teachers are generally aware of gender stereotypes in the classroom and that, despite their lack of training in gender issues, where appropriate, most attempt to challenge this type of behaviour. Concern was expressed with the role of teachers in unconsciously perpetuating stereotypes and the extent to which equality issues are directed more towards girls than boys.  相似文献   

Child care quality matters: how conclusions may vary with context   总被引：4，自引：0，他引：4  

Love JM  Harrison L  Sagi-Schwartz A  van IJzendoorn MH  Ross C  Ungerer JA  Raikes H  Brady-Smith C  Boller K  Brooks-Gunn J  Constantine J  Kisker EE  Paulsell D  Chazan-Cohen R 《Child development》2003,74(4):1021-1033

Three studies examined associations between early child care and child outcomes among families different from those in the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network study. Results suggest that quality is an important influence on children's development and may be an important moderator of the amount of time in care. Thus, the generalizability of the NICHD findings may hinge on the context in which those results were obtained. These studies, conducted in three national contexts, with different regulatory climates, ranges of child care quality, and a diversity of family characteristics, suggest a need for more complete estimates of how both quality and quantity of child care may influence a range of young children's developmental outcomes.  相似文献   

Integrating leisure guidance into a career counseling center     

Patsy B. Edwards  Paul A. Bloland 《Journal of Career Development》1990,16(3):185-194

Conclusion Most people cannot realize a life that is gratifying and fulfilling, that meets their major needs, through their jobs alone. If a career guidance center is to realize its full potential, its counselors must teach its clientele that a career is more than a job. When career is broadly defined as a composite of the many activities in which a person engages over a lifetime, it will include both work and leisure activities. By helping their clients to select a balance of work and leisure activities that together can create satisfying and need-fulfilling lives, counselors in career planning centers can augment significantly their already vital role in human development.Patsy B. Edwards is the owner/manager of Constructive Leisure, a leisure and career guidance center founded in Los Angeles, California in 1968.Paul A. Bloland is Professor and Chair, Department of Counseling, University of Southern California, Los Angeles.  相似文献   

意外的捕鲸     

Helen Fields 《海外英语》2008,(3):11-11

关爱地球,关爱每一个生命。日本海的捕鲸行为受到全世界的谴责,可是这种不道德行为却一直在持续……  相似文献   

Information needs analysis to inform the development of a library and information service at the Marie Curie Centre,Newcastle upon Tyne,England     

Pam Bailey  Linda Banwell  Shaun Kinghorn  Helen McFarlane  Graham Walton 《Health information and libraries journal》2000,17(2):71-76

In the summer of 1997 the Marie Curie Centre, Newcastle approached the libraries of the Universities of Newcastle and Northumbria at Newcastle to assist in developing a library and information service (LIS) strategy. It was acknowledged that before the LIS strategy could be established preparatory investigation was needed to ensure the effective and efficient allocation of resources. A user needs analysis was conducted over a 3‐month period, including a literature search, questionnaire and interviews. The findings, which indicated that the appointment of a professional librarian was crucial, have ensured that the LIS being developed is underpinned by a strong evidence base.  相似文献   

Developing literacy through the Literacy Hour: a survey of teachers’ experiences     

Chris Smith  Helen Whiteley 《Literacy》2000,34(1):34-38

The results are reported of a survey of the experiences of 101 primary school teachers of the newly introduced Literacy Hour. The teachers were asked about the training and preparation they had received, the implementation of the Literacy Hour, its effectiveness and how children with special difficulties are differentially affected. General comments were also sought and sufficient were made for other aspects of the Literacy Hour to be reported, such as ability differences, writing, children’s attitudes and differences between different school years.  相似文献