Leading learning and teaching: an exploration of ‘local’ leadership in academic departments in the UK     

Kate Irving 《Tertiary Education and Management》2013,19(3):186-199

This paper reports on a small-scale longitudinal study of ‘local’ leadership roles at two UK universities. The research explored perceptions of the leadership provided by a specific group of staff who held roles for enhancing learning and teaching. Based on ethnographic design principles, the study was based at one UK higher education institution with another as a comparator. Data were collected through semi-structured interviews and focus groups with ‘local’ leadership role-holders and their colleagues. Semi-structured interviews were conducted with academic managers. Analysis of the data was based on grounded theory and thematic analysis. The discussion and conclusion suggests that, to maximize the impact of these roles, the leadership aspects of them should be made explicit, recognized by colleagues at all levels and supported by leadership development. Further investigation into local leaders’ career progression may provide valuable insights for the relatively limited body of knowledge and practice of leadership within professional teams.  相似文献   

Guiding a diverse mix of first-year business students: implications for university administrators,instructors and students     

Kate McGovern 《Tertiary Education and Management》2013,19(3):200-214

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.  相似文献   

Play therapy with emotionally damaged adolescents     

Kate Wilson  Virginia Ryan 《Emotional and Behavioural Difficulties》2013,18(3):178-192

Abstract

Adolescence is a critical period of development for all individuals, but particularly for those who have suffered earlier emotional difficulties or abuse. If these problems go unresolved, patterns of behaviour which become established during this period may be more difficult to change later on. However, more traditional talk therapies may be resisted by adolescents. This article argues that non-directive play therapy, given age-appropriate adaptations, offers an approach which, since it encompasses both play and verbal communication, is well suited to addressing adolescent concerns, particularly those of early adolescence.This argument is illustrated by two accounts of therapy with a boy and a girl, both in early adolescence, which show how a more traditional non-directive counselling approach was combined with play therapy by the adolescents themselves, allowing exploration of emotional difficulties on all levels of mental functioning. The cases show how traumatic or painful early memories may be reworked on a bodily and emotional level, without the feeling of over-intrusion risked by a directive or interpretive stance.  相似文献   

Queering the teacher as a text in the English Language Arts classroom: beyond books,identity work and teacher preparation     

Kate E. Kedley 《Sex education》2013,13(4):364-377

Classrooms reflect and contribute to normative sex, gender and sexuality categories in school culture, rules and rituals. Texts, materials, curriculum and the discourse we employ as educators perpetuate the pervasiveness of these categories. This paper explores some of the less visible ways in which sex and gender categories are constructed in US English Language Arts (ELA) classrooms, and how institutionalised heteronormativity positions students within normative categories of sex, gender and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of the institution of heterosexuality. Merely addressing lesbian, gay, bisexual, transgender, queer (LGBTQ) issues in the field of teaching reading, writing and literacy is an incomplete strategy. To disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognising the teacher as a text. For sustained challenges to institutionalised norms, ELA teachers must engage in this work outside of LGBTQ-inclusive instructional materials and anti-homophobic education, and this paper offers specific methods for disrupting mainstream narratives in ELA classrooms.  相似文献   

Economy & Pedagogy: Laboring to Learn in Camden County,North Carolina     

Kate Willink 《传播与批判/文化研究》2013,10(1):64-86

This paper explores one interview participant's performances of memory as didactic efforts to resist a diverse range of public memories concerning school segregation and desegregation in rural North Carolina. By exploring Mr. Charlie's narratives, this essay provides critical insight into the articulations between capitalism, education, and white privilege, frayed by local resistant memories and community praxis. Mr. Charlie's memories provide the opportunity to reimagine received traditions of race, education, and equality as marked by alternate forms of economic and social relations. Specifically, he articulates a gray education and gray market, and their place outside of traditional white pedagogy and the capitalist economy. These gray pedagogies and economies present larger implications for the ways race has crossed all of our paths.  相似文献   

Stealing From the Rich to Entertain the Poor?: A Survey of Literature on the Ethics of Digital Piracy     

Kate Gray 《期刊图书馆员》2013,64(3-4):288-295

The backlash against the Stop Online Piracy Act (SOPA)/Protect IP Act (PIPA) legislation brings to light a battle that has been raging between Hollywood and Silicon Valley ever since technology made it easy to illegally copy and distribute copyrighted material. Many studies have been done on digital pirates in order to create a demographic, psychological, and ethical profile of them. This article compares these studies and examines the assumption that many of them are based on; namely, that digital piracy is always unethical or criminal in today's world. It also discusses alternative delivery methods that have been used by content creators and the implications for the future.  相似文献   

Technology and Quality in Educational Scholarly Communication     

Kate Corby 《Behavioral & Social Sciences Librarian》2013,32(3):7-19

ABSTRACT

The move to electronic forms of communication has changed the way educational research is communicated. In particular, it has led to an increased reliance on journals. This change has been more precipitous than one might expect. As journals become a larger proportion of the body of current scholarship, authors and readers seek new methods of determining and communicating journal quality. Methods that have worked for researchers in the sciences are not directly transferable to the education discipline. This paper examines existing tools and looks for new methods of assessing quality in journal publishing. This article was developed from a paper presented at the Society for Information Technology in Teacher Education (SITE) conference in Spring 2007.  相似文献   

征服我心的故事     

Kate  Chambers  小波 《海外英语》2004,(3):15

She Conquered My Heart with Her Stories In a hot,airless room in Africa,surrounded bycustoms officials,I filled out forms to get a resi-dency permit. “Where did you meet your spouse?”Thatwash’t hard.Neither was filling in my educationalqualifications. But the next question had me  相似文献   

The Cox Models Revisited: English Teachers' Views of their Subject and the National Curriculum     

Andrew Goodwyn  Kate Findlay 《English in Education》1999,33(2):19-31

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Personal Learning Planning: Can Tutoring Improve Pupils' Learning?     

Kate Bullock  & Felicity Wikeley 《Pastoral Care in Education》2003,21(1):18-25

This article explores the impact of a Personal Learning Planning (PLP) initiative on pupils' understanding of, and confidence in, learning. The cornerstone of the initiative was a one–to–one, or small group, discussion between Year 9 students and their class tutor. This resulted in a written personal learning plan. The benefits and weaknesses of the initiative are discussed and the interrelationships between action planning, one–to–one tutoring and learning are explored.  相似文献