INVENTING THE CHARTERED TEACHER     

Jenny  Reeves 《British Journal of Educational Studies》2007,55(1):56-76

ABSTRACT:  This paper explores the effects of enacting a collaborative and enquiry based model of teacher professionalism in the UK. Based on work with Chartered Teachers in Scotland, it indicates that the barriers to changing the basis of teacher professionalism are complex and multi-faceted because of the contested nature of teachers' work identities. Chartered Teacher status is achieved by qualification against an occupational standard which positions those who attain it as leading teachers, exerting a significant influence with their colleagues to improve the quality of teaching and learning in schools. This paper looks at some of the conceptual and practical difficulties faced by Chartered Teachers as they try to enact what this new 'status' means. It argues that those with an interest in the professional development of teachers need to position themselves as knowing agents in the complex systemic and political aspects of changing practice in schools.  相似文献   

Using Consulting for Teaching Elementary Statistics     

John Truran  Anne Arnold 《Teaching Statistics》2002,24(2):46-50

Consulting in statistics is usually deferred until at least near the end of a first degree, but this article shows how some aspects can be effectively taught to students in upper secondary or early tertiary courses in a way which reinforces their learning of standard basic concepts. We suggest that the existence of a real client adds a degree of realism not available in other ways, and emphasizes to students the importance of blending statistical calculations with meaningful communication.  相似文献   

Advancing by degrees     

Jenny K. Johnson 《TechTrends》1992,37(2):13-16

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How Risky Are One-Shot Cross-Sectional Assessments of Undergraduate Students?     

Astin  Alexander W.  Lee  Jenny J. 《Research in higher education》2003,44(6):657-672

The purpose of this study was to explore the extent of possible input bias associated with the rapidly growing use by colleges and universities of one-time cross-sectional assessments of students. The results presented in this study demonstrate that cross-sectional assessments of enrolled college students are very difficult to interpret because they inevitably reflect characteristics of the same students when they first entered college. For those forms of engagement that have to do with how students allocate their time, it appears that the majority of variation among institutions is attributable to entering freshman characteristics rather than to institutional policies or practices. Thus, rather than relying solely on student outcome data, institutions should ideally also collect pretest or input information from the same students when they first matriculate.  相似文献   

Visual stress theory and its application to reading and reading tests     

Arnold Wilkins  Jie Huang  Yue Cao 《Journal of Research in Reading》2004,27(2):152-162

This paper presents a theory of visual stress. The theory is applied to the assessment of symptoms of visual stress and its treatment with coloured filters. The theory has implications for standard reading assessments that relate both to the visual skills and the age of the children taking the tests. These implications are reviewed, with the conclusion that insufficient attention is paid to visual factors in reading, particularly in the design of reading tests.  相似文献   

Consistent occupational preferences and academic adjustment     

W. Bruce Walsh  Arnold R. Spokane  Elizabeth Mitchell 《Research in higher education》1976,4(2):123-129

This study explored the differences in academic adjustment variables between students who made congruent, incongruent, and undecided college major choices. The academic adjustment variables were operationally defined by the College Inventory of Academic Adjustment. Congruent, incongruent, and undecided college major choice groups were defined operationally using the Vocational Preference Inventory. The analysis of variance revealed the main effect of groups (congruent, incongruent, and undecided) to be significant for two academic adjustment variables. The test for the main effect of sex was found to be significant for one adjustment variable. The test for interaction was found to be significant for one variable. The findings suggest that students in the congruent female and male groups tend to be more academically adjusted than students in the undecided male group.  相似文献   

The influence of price on school enrollment under Uganda's policy of free primary education     

Jane Arnold Lincove 《Economics of Education Review》2012

This study uses household survey data to estimate determinants of schooling in Uganda, with a model that includes the price of school. Uganda's universal education policy offered free tuition, fees, and supplies to up to four children per family, including two daughters. The empirical method includes an estimation of a child-specific price of schooling. Despite widespread subsidies, the cost of primary school remained an obstacle under this policy, but the effects of price were similar for boys and girls. Regressions by wealth quintile estimate nonlinear effects of wealth and price, suggesting that there are opportunities to expand education through targeted cash transfer and subsidy policies.  相似文献   

Longitudinal links between spanking and children's externalizing behaviors in a national sample of White, Black, Hispanic, and Asian American families     

Gershoff ET  Lansford JE  Sexton HR  Davis-Kean P  Sameroff AJ 《Child development》2012,83(3):838-843

This study examined whether the longitudinal links between mothers' use of spanking and children's externalizing behaviors are moderated by family race/ethnicity, as would be predicted by cultural normativeness theory, once mean differences in frequency of use are controlled. A nationally representative sample of White, Black, Hispanic, and Asian American families (n = 11,044) was used to test a cross-lagged path model from 5 to 8 years old. While race/ethnic differences were observed in the frequency of spanking, no differences were found in the associations of spanking and externalizing over time: Early spanking predicted increases in children's externalizing while early child externalizing elicited more spanking over time across all race/ethnic groups.  相似文献   

A comparison of searching the Cochrane library databases via CRD,Ovid and Wiley: implications for systematic searching and information services     

Jenny Craven  Jayne Jefferies  Jenny Kendrick  Dave Nicholls  Janette Boynton  Ruth Frankish 《Health information and libraries journal》2014,31(1):54-63

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Teaching Orthodox religious education on the border     

Jenny Berglund 《British Journal of Religious Education》2014,36(3):282-297

In geographical areas bordering those of other states, the function of educational systems, as the means for states to foster their citizens, is challenged by ambiguities and tensions connected to intercultural experiences. In this article, I illustrate some of the findings from a project that studies religious education in four border areas around the Baltic Barents Sea, by bringing forward the case of a school teacher who teaches Orthodox religious education (ORE), in a town in Finland close to the border with Russia. Thus, the aim is to present and discuss ORE in Finland as well as to understand what implication the border situation can have on religious education.  相似文献