Unexplored Variables in Course‐Embedded Assignments: Is There an Elephant in the Room?          下载免费PDF全文

Mary Kay Jordan‐Fleming 《Assessment Update》2015,27(4):7-12

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Changing the teaching of mathematics for improved Indigenous education in a rural Australian city     

Kay Owens 《Journal of Mathematics Teacher Education》2015,18(1):53-78

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Our enemy's enemy     

Kay Chadwick 《Media History》2015,21(4):426-442

This article focuses on representations of Britain to occupied France by the BBC French Service via its flagship programme Les Français parlent aux Français [The French speak to the French]. It first examines the establishment of the service and the formulation of a British propaganda strategy on occupied France. It then explores the service's efforts to foster French belief in Britain as France's friend and ally, and to rationalise key issues and incidents which challenged that narrative. Simultaneously, it positions French Service endeavours alongside the propaganda delivered on French national radio, known as Radio Vichy, in order to explore the exchanges about Britain between French propagandists who spoke on behalf of different Frances. In so doing, the article provides a close reading of the original French Service broadcasts which covers a larger corpus of material than has hitherto been documented in published collections, and which extends existing knowledge on the topic.  相似文献   

Participation and Popular Control on School Governing Bodies: the case of the Taylor Report and its aftermath     

Joan Whitehead  Peter Aggleton 《British Journal of Sociology of Education》1986,7(4):433-449

This paper argues that in making sense of events leading up to and following the Taylor Report which recommended changes in school management in England and Wales, a number of principles should be borne in mind. First, that instances of policy‐change such as this can not be fully understood except in the context of contemporary economic events and social circumstances. Secondly, that it is useful to view policy‐change as the outcome of ideological struggle entered into by classes and class fractions in relative accord with one another. Thirdly, that the effects of changes in education policy are not pre‐given, but depend upon the intentions and practices of those associated with their implementation.  相似文献   

Book reviews     

Hendrik Edelman  Kay Vandergrift  Eric J. Carpenter 《Publishing Research Quarterly》1987,3(1):85-90

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The Education of Women and Girls: An Aspect of British Colonial Policy     

Clive Whitehead 《Journal of educational administration and history》1984,16(2):24-34

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“Losing Touch”: Teachers on teaching and learning     

Suzanne Brownhill  Kay Wilhelm  Alan Watson 《Asia-Pacific Journal of Teacher Education》2006,34(1):5-26

Teachers recruited to a cohort study in 1978 were interviewed to elicit their views on issues surrounding the education system and teaching profession. Qualitative data were derived from a semi‐structured interview and quantitative data included a self‐report measure of temperament and character. The findings highlight a “mismatch” between the characteristics or attributes of teachers and the shifting role of teachers to accommodate administrative and “social work” duties for which they have not been trained. This shift, in turn, takes them away from their core business of teaching. Furthermore, a common attribute of cooperativeness in this teaching cohort is more aligned with the teaching role which may explain teachers' frustration in having to accommodate an independent working style of administrator. Greater use of administrative support staff and counseling services to free teachers to do what they have been trained is more likely to reduce levels of work dissatisfaction. Mentoring of new graduates is more likely to buffer the stress as they make the transition from a learning to a teaching environment. A mentoring matrix is offered which features a bi‐directional exchange of “tried and true ideas” of experienced teachers and “new ideas” of new graduates.  相似文献   

Towards a framework for the validation of early childhood assessment systems     

Jessica Goldstein  Jessica Kay Flake 《Educational Assessment, Evaluation and Accountability》2016,28(3):273-293

American early childhood education is in the midst of drastic change. In recent years, states have begun the process of overhauling early childhood education systems in response to federal grant competitions, bringing an increased focus on assessment and accountability for early learning programs. The assessment of young children is fraught with challenges; psychometricians and educational researchers must work together with the early childhood community to develop these instruments. The purpose of this paper is to present a conceptual framework for the validation of such instrumentation and examine its implications for early childhood educators. We formulate a validity argument for early childhood assessments providing a pivotal link between validity theory and early education practice. Recommendations for the assessment field are also considered.  相似文献   

Special issue on learner engagement and technology     

Kay K. Seo 《The American journal of distance education》2018,32(3):159-160

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Improving the process of education: Total quality management for the college classroom     

James P. Gilbert  Kay L. Keck  Ronald D. Simpson 《Innovative Higher Education》1993,18(1):65-85

This article's purpose is to improve the effectiveness of classroom teaching by proposing a specific program for continuous improvement toward instructional excellence. Total quality management (TQM) is a systematic approach which utilizes four main elements: quality defined by the customer, top leadership responsibility for quality improvement, increased quality through systematic analysis of work processes, and quality improvement by continuous effort conducted throughout the organization. A strategy for continuous classroom improvement is developed through an examination of various definitions of quality and a comparative analysis of dimensions of quality, service quality, and effective teaching which aims to inspire and give direction.James P. Gilbert is an Associate Professor of Operations Management at The University of Georgia. He received his MBA from Western Illinois University and Ph.D. from The University of Nebraska-Lincoln. His research interests include: total quality management methods, service management systems, and Japanese management techniques. Kay Keck is Director of Graduate Programs at The University of Georgia and teaches the first-year marketing course for MBA students. She obtained an MBA from the University of Kansas, and Ph.D. in Management Science from The University of Texas at Dallas. Her research interests center around sales management, services marketing, and applications of TQM in both sales and higher education. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.  相似文献