Supporting Professionalism,Diversity, and Context Within a Collaborative Approach to Gifted Education     

Dona Matthews  Joanne Foster  Deborah Gladstone  Jeannette Schieck  Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345

Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted.  相似文献   

The Development of Nuclear Physics Between the Wars     

Schloegel  Judy Johns 《Science & Education》2019,28(9-10):1267-1271

Science & Education -  相似文献   

The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds   总被引：1，自引：0，他引：1  

Richard Andrews  Allison Freeman  Dan Hou  Nick McGuinn  Alison Robinson  Judy Zhu 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):325-336

  相似文献   

Reusable and Sustainable Science and Engineering Education   总被引：1，自引：0，他引：1  

Yehudit Judy Dori 《Journal of Science Education and Technology》2008,17(2):121-123

  相似文献   

Indigenization and University Governance: Reflections from the Transition to Yukon University     

Staples  Kiri  Klein  Rhiannon  Southwick  Tosh  Kinnear  Lacia  Geddes  Carol  Gingell  Judy 《Tertiary Education and Management》2021,27(3):209-225

Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards...  相似文献   

Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education     

Afsaneh Sharif  Ashley Welsh  Jason Myers  Brian Wilson  Judy Chan  Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.  相似文献   

BEYOND DEFINITION: CENTRAL CONCEPTS FOR UNDERSTANDING LITERACY     

Judy Kalman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,64(2):523-538

  相似文献   

How Do Teachers Use Comics to Promote Engagement,Equity, and Diversity in Science Classrooms?     

Matuk  Camillia  Hurwich  Talia  Spiegel  Amy  Diamond  Judy 《Research in Science Education》2021,51(3):685-732

Research in Science Education - Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and...  相似文献   

Ideas: A system for international data exchange and access for science     

Keith G. Jeffery  Judy O. Lay 《Information processing & management》1989,25(6)

An operational prototype inhomogeneous distributed database system has been built to provide homogeneous access for researchers and managers of science policy to data on research projects held in three countries. The architecture is sufficiently general not only to accommodate additional countries and databases on research projects, but also to provide a general framework for other international collaborative projects aimed at the provision of information. The design exhibits an optimal compromise between sufficient data to satisfy a retrieval request and the minimal data for transmission to maintain the database.  相似文献   

University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative     

Fleur Diamond  Graham Parr  Scott Bulfin 《Changing English: An International Journal of English Teaching》2017,24(3):266-284

Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices.  相似文献