Shifting codes: education or regulation? Trainee teachers and the Code of Conduct and Practice in England     

David Spendlove  Amanda Barton  Fiona Hallett  Damien Shortt 《欧洲师范教育杂志》2012,35(4):449-462

In 2009, the General Teaching Council for England (GTCE) introduced a revised Code of Conduct and Practice (2009) for registered teachers. The code also applies to all trainee teachers who are provisionally registered with the GTCE and who could be liable to a charge of misconduct during their periods of teaching practice. This paper presents the results of a small-scale piece of research that utilises Q-methodology to ascertain trainee teacher alignment with the code. Our research concludes that trainee teachers in the sample have a high degree of homogeneity in relation to prioritising specific areas of the code, namely those pertaining to ethical behaviours. They do not prioritise those areas of the code relating to classroom-based skills which they have yet to develop. The paper questions the efficacy of a code which represents an aggregate of a code of conduct, a code of ethics and a set of standards for practice.  相似文献   

Books on Research Methodology     

Mary N. Barton  Marion V. Bell  Martha L. Hackman  Hubert M. Blalock 《Communication Booknotes Quarterly》2013,44(4)

Mary N. Barton and Marion V. Bell's compilation Reference Books: A Brief Guide (Baltimere: Enoch Pratt Free Library, $1.25)

Martha L. Hackman's The Practical Bibliographer (Prentice-Hall, $5.95 cloth, $2.95 paper)

Hubert M. Blalock An Introduction to Social Research (Prentice-Hall, $5.95 cloth, $2.95 paper)  相似文献   

Popular Music     

Brad Benedict  Linda Barton  George McCue  Dean Tudor  Andrew D. Armitage  Derek Jewell 《Communication Booknotes Quarterly》2013,44(3):55-57

Brad Benedict and Linda Barton's Phonographics: Contemporary Album Cover Art and Design (New York: Collier Books/Macmillan Publishing, 1977—$9.95, paper)

George McCue, ed. Music in American Society, 1776-1976: From Puritan Hymn to Synthesizer (New Brunswick, N.J.: Transaction Inc., 1977—$14.95/3.95)

Dean Tudor and Andrew D. Armitage, comps. Popular Music Periodicals Index, 1975 (Metuchen, N.J.: Scarecrow Press, 1976—$15.00)

Derek Jewell, Duke: A Portrait of Duke Ellington (New York: Norton, 1977—$9.95)

Stanley Dance, The World of Earl Hines (New York: Scribner's, 1977—$14.95/7.95  相似文献   

‘WHAT DO YOU EXPECT OF THIS FRIEND?’     

Len Kuffert 《Media History》2013,19(3):303-319

In Canada during the pre-television era, the perception of radio as an intimate medium profoundly affected the way people ordered their listening, production, performance and discussion of programming. With evidence drawn primarily from Canadian archival sources, this paper contends that radio's perceived intimacy deeply troubled those who considered themselves responsible for the physical and cultural welfare of listeners, and that Canada's early broadcasting experience provided a particularly good example of how worry could become action. Though thinking about intimacy had helped broadcasters before the mid-1930s to understand the function of radio in relation to other media, it also led the Canadian Broadcasting Corporation (CBC) after its formation in 1936 to scrutinize and control commercial and unsponsored programming, advertising and public service messages alike. The CBC's self-assigned stewardship role – a reaction to plentiful and popular American programming and an emulation of the British Broadcasting Corporation and European services – pushed it toward protecting children and other listeners thought to be gullible or sensitive from programmes that abused the intimate relationship by stepping beyond established boundaries of taste or threatening the Corporation's ‘civilizing’ role.  相似文献   

NEW MEDIA     

Roger Neil Barton 《Media History》2013,19(4):379-406

In 1845 John Lewis Ricardo was among a group who bought the Cooke and Wheatstone British patents for the electric telegraph at a current cost of £10 million. Although many people have examined the history of the telegraph no one seems to have asked the question ‘Why?’ Ricardo was a Member of the Stock Exchange, financier and a leading politician campaigning against monopolies. This paper postulates that his prime objective, while the largest shareholder for the first three and executive Chairman of the Electric Telegraph Company for its first 12 years, was to build a network, obtain and then distribute financial intelligence to its own newsrooms, adjacent to all the Stock Exchanges in Britain. It was not an afterthought as has been widely assumed. Newspapers in the regions took advantage of this new media. When the telegraph companies later formed their own cartel/monopoly, and substantially boosted prices charged to newspapers, Ricardo changed sides and secretly campaigned for their nationalization.  相似文献   

‘They still use some of their past’: historical salience in elementary children's chronological thinking   总被引：1，自引：1，他引：0  

Linda S. Levstik  Keith C. Barton 《课程研究杂志》2013,45(5):531-576

Fifty‐eight students at seven grade levels (kindergarten through sixth) from three population groups (urban, suburban and rural) were presented with the task of chronologically ordering a set of nine historical pictures and ‘thinking aloud’ about the task. The results of this study provide increased evidence regarding the kind and sources of children's historical knowledge, and how they deploy that knowledge. The most accessible historical knowledge for early and middle grade children apparently relates to changes in material culture and the patterns of everyday life. It appears, too, that the intertexts that inform children's historical understanding, especially prior to fourth grade, provide better information about material culture than about other aspects of change over time. In addition, some children at all grade levels linked history to such sociocultural issues as race and gender. Finally, by fifth grade, children were learning a new reference system that consisted of specific eras (Colonial, Revolution), events (Boston Massacre, War of 1812) and relationships (British taxes, lack of colonial representation creates pre‐Revolutionary tensions) that allowed them to make more interpretations reflective of the academic discipline of history (British and colonists had legitimate but differing points of view). Children's willingness to engage in this new genre and the facility with which some students managed the transition have important implications for instruction.  相似文献   

Writing Performance Level Descriptors and Setting Performance Standards for Assessments of Modified Achievement Standards: The Role of Innovation and Importance of Following Conventional Practice   总被引：1，自引：1，他引：0  

Karla L. Egan  Steve Ferrara  M. Christina Schneider  Karen E. Barton 《Peabody Journal of Education》2013,88(4):552-577

  相似文献   

Developing a science teacher education course that supports student teachers’ thinking and teaching about the nature of science     

Pete Sorensen  Len Newton  Sue McCarthy 《Research in Science & Technological Education》2013,31(1):29-47

This paper reports on part of an ongoing research project in England concerning the Nature of Science (NOS). The particular focus is on the initial thinking of the graduate scientists starting a one-year, Postgraduate Certificate of Education (PGCE) course and the way the course approaches adopted influence their views and understanding of NOS and their teaching. The research is set against a wealth of literature indicating that teachers find it difficult to teach curricula that emphasise NOS. Thus a key impetus for research in this area has been to look for ways that beginning teachers might be better prepared to face such challenges.

Sample

The paper draws on data from three cohorts of secondary PGCE students in a university–schools partnership, involving a total of 169 students.

Design and method

The research lies within a design research tradition. It has used mixed methods, involving written tasks, interviews and focus groups, with an iterative approach where the outcomes from one cohort have been used to inform course developments in successive years.

Results

The results from these cohorts suggest that, while the students starting the course have a less restricted view of NOS than indicated by some other studies, in most cases there is a lack of breadth and depth to their understanding. There is some evidence that the use of specific tasks focusing on NOS in university-based sessions may be helping to develop and deepen understanding. However, the impact of current approaches remains fairly limited and attempts to develop teaching practices often face considerable barriers in the school-based practicum.

Conclusions

Graduate science students’ understanding of NOS as they embark on the PGCE is not highly developed. Hence, the emphasis on aspects of NOS in the school curriculum presents a considerable challenge. This study suggests that there is a need to both further develop an explicit focus on NOS in university-based sessions and to develop closer relationships between schools and university faculty in seeking to support developments in classroom practice in this difficult area.  相似文献   

Why the Student Marries     

Barton Wood 《The Educational forum》2013,77(2):217-220

Agent of Death. The Memoirs of an Executioner by Robert G. Elliott and Albert R. Beatty. Illustrated. E. P. Dutton and Co. 315 pp. $3.00.

A Goodly Fellowship by Mary Ellen Chase. The Macmillan Company. 305 pp. $2.50.

Democracy's Challenge to Education edited by Beulah Amidon. Illustrated. Farrar and Rinehart. 263 pp. $1.50.

Democracy Readers by Lois G. Nemec, Maybell G. Bush, Helen M. Brindl, Ruth M. Robinson, Edna Morgan, Allen Y. King, Ida Dennis. Edited by Prudence Cutright and W. W. Charters. The Macmillan Co.

Education for Democracy in Our Time by Jesse H. Newlon. McGraw-Hill. 242 pp. $3.00.

Educational Psychology by Charles H. Judd. Houghton Mifflin Co. 566 pp. $2.25.

In-Service Growth of Social Science Teachers. Tenth Yearbook, National Council for the Social Studies. 187 pp. $2.00 (paper). $2.30 (cloth). 1939.

Living with Others by John A. Kinneman and Robert S. Ellwood. Houghton Mifflin and Company. 531 pp. $1.72.

Poems of Today by Alice Cecilia Cooper. Ginn and Company. New England Edition. 412 pp.

Post-Primary Education in the Primary Schools of Scotland, 1872-1936 by Newman A. Wade. University of London Press, Ltd. 265 pp. 8 shillings 6 pence.

The College Charts Its Course by R. Freeman Butts. McGraw-Hill. 464 pp. $3.00.

The Development of Education in the Twentieth Century by Adolph E. Meyer. Prentice-Hall. 406 pp. $2.75.

The Future of the Social Studies: Proposals for an Experimental Social-Studies Curriculum, James A. Michener, Editor. The National Council for the Social Studies. 178 pp. $1.50 (paper). 1939.

Understanding American Business by Humphrey B. Neill and Howard M. Cool. The Macmillan Co. 448 pp. List price $1.92.

Visualizing the Curriculum by Charles F. Hoban, Charles F. Hoban, Jr., and Professor S. B. Zisman. The Cordon Company. 300 pp. $3.50.

Appointment with Death by Pamela Frankau. E. P. Dutton and Co. 334 pp. $2.50.

Dalesacres by Florence Ward. E. P. Dutton and Company. 308 pp. $2.50.

Family Album by Humphrey Pakington. W. W. Norton and Company. 340 pp. $2.50.

Encyclopedia of Knots and Fancy Rope Work by Raoul M. Graumont and John J. Hensel. Illustrated. The Cornell Maritime Press. 615 pp. $10.00.

Introduction to the Dance by John Martin. Illustrated. W. W. Norton Co. 363 pp. $3.50.

Once Over Lightly by Charles De Zemler. Illustrated. Published by the author. Rockefeller Center, New York City. 270 pp. $3.75.

Political Science in American Colleges and Universities 1636-1900 by Anna Haddow. The Century Political Science Series. Appleton-Century Co. 308 pp. $2.50

Science for the World Tomorrow by Gerald Wendt. Illustrated. W. W. Norton and Co. 316 pp. $2.75.  相似文献   

Endurance of Undergraduate Attitudes Toward Older Adults     

Brooke Funderburk  JoAnn Damron-Rodriguez  Lené Levy Storms  David H. Solomon 《Educational gerontology》2013,39(6):447-462

This cross-sectional study assessed undergraduate attitudes toward older adults and attitude endurance 3 to 18 months after aging coursework. Survey respondents included 349 students who took an aging elective and 430 comparison students. Aging-elective students indicated more positive attitudes than comparison students. Attitudes did not vary across 3 groups staggered by time elapsed from completing the course until testing (3 to 18 months). 4 variables accounted for the variance in attitudes toward elders at a statistically significant level: majoring in biology, having frequent or occasional contact with unrelated older adults, taking an aging course, and post-course knowledge of aging.  相似文献