School principals’ views of teacher evaluation policy: lessons learned from two empirical studies     

Maria Assunção Flores  Mary Lynne Derrington 《International Journal of Leadership in Education》2017,20(4):416-431

Teacher evaluation accountability policies are emerging worldwide. This study examines principals’ perceptions of teacher evaluation in terms of commonalities and differences arising from two research projects conducted in Portugal and in the US. Perceptions of school principals in regard to a new policy on teacher evaluation as well as its perceived effects at school and conditions for its implementation will be analysed. Findings point to the challenges and successes of coping with mandated accountability measures in two different contexts. Principals balanced perceived conflicting goals, sought maintenance of positive teacher relationships and school culture and managed the tensions of policy implementation and the making sense of its effects at school. Implications of the findings are discussed.  相似文献   

A lesson in perseverance     

Lynne M. Baker 《International Journal of Disability, Development & Education》2005,52(2):159-163

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Talking to Literacy Learners: A parent education project     

Trevor Cairney  Lynne Munsie 《Literacy》1992,26(2):34-48

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Measuring library staff time spent training patrons to use health-related CD-ROM databases.     

L A Potter 《Bulletin of the Medical Library Association》1992,80(3):299-300

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Off the Beaten Track: a consideration of the implications for teachers of recent developments in the study of metaphor     

Lynne J. Cameron 《English in Education》1991,25(2):4-15

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A longitudinal evaluative study of student difficulties with engineering graphics   总被引：1，自引：1，他引：0  

Charles Potter  Errol Van Der Merwe  Wendy Kaufman  Julie Delacour 《European Journal of Engineering Education》2006,31(2):201-214

We have previously reported in this journal that spatial ability influences academic performance in engineering. We have also reported that spatial ability is trainable, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. In this article, we present the results of a longitudinal evaluative study of student difficulties with engineering graphics at our university, involving research over a 24-year period. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students, and failure rates of 80% for African students studying at our university. In terms of outcomes, our study indicates that changed teaching practices have been associated with increased pass rates, which currently average 88% for all students. There is clear evidence that African students no longer experience major difficulties in passing the course. This can be attributed both to changes in teaching methodology, as well as broader contextual changes occurring in South Africa over the period reviewed.

Despite evidence of increased pass rates, our data suggest that there is a continuing relationship between three-dimensional spatial perception and academic performance in engineering graphics, as well as with aggregated first-year engineering marks. For this reason, many students still require academic support. There is also evidence that female students experience difficulties with engineering graphics due to lack of previous technical experience, and use a variety of strategies to overcome their study problems. The most effective appear to be use of peers and friends, and in particular students who had previously taken the course, as mediators of the course content and materials. Those female students who have not taken technical drawing at school level, and female students who do not network with other engineering students, are those at greatest disadvantage.  相似文献   

A review of instruments used to predict early breastfeeding attrition          下载免费PDF全文

Lewallen LP 《The Journal of perinatal education》2006,15(1):26-41

Few women breastfeed for 6 months or longer, and many who stop breastfeeding do so in the early postpartum period. To increase the number of breastfeeding mothers, health-care providers need to identify women at greatest risk for early breastfeeding attrition. This integrative review describes instruments used to assess breastfeeding in the early postpartum period and reports the results of studies using these tools. The instruments are then evaluated for similarities in variables and usefulness for clinical practice.  相似文献   

Retention of EBM competencies     

Dorsch J  Aiyer MK  Gumidyala K  Meyer LE 《Medical reference services quarterly》2006,25(3):45-57

This longitudinal follow-up study surveyed the attitudes toward, and skills in, evidence-based medicine (EBM) of medical school graduates who had participated in a formal EBM curriculum during their third-year Internal Medicine (IM) clerkship. The objective was to measure whether competencies were retained over time and to identify the long- term impact on the graduates' attitudes toward, and proficiency in, EBM after graduation. Questionnaire results showed that a group of medical school graduates retained EBM skills and a positive attitude about the importance of applying EBM principles in patient care one to three years after completing an EBM course.  相似文献   

Gaining access to everyday life information seeking     

Robert F. Carey  Lynne E. F. McKechnie  Pamela J. McKenzie 《Library & information science research》2001,23(4)

The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors’ reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article’s premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context.  相似文献   

Research News     

Lynne M. Hannay  John A. Ross 《School Leadership & Management》2013,33(3):345-349

In secondary schools, subjects dominate teaching and also the organizational structures. Typically, subject department heads perform a middle-management role in secondary schools and often this role is taken-for-granted and unquestioned. In this article, we examine the impact on secondary school culture and the resulting changes to practice when the department middle-management structure and roles are open to revision. We investigate the experiences of two schools that are part of a longitudinal study on reculturing and restructuring in all secondary schools in one school district in Ontario, Canada. Our research indicates that structural change initiated by school level participants is a prerequisite to real change and that structural changes preceded cultural changes. However, it is the process of creating the new structures that is the key consideration as mandating an alternative might not be facilitative of cultural change. The primary research question guiding this article is: what impact does involvement in restructuring a middle-management organizational model have on the culture of a school and the change process experienced by staff members?  相似文献