Franchising: The Quiet Revolution     

Maggie Woodrow 《Higher Education Quarterly》1993,47(3):207-220

The rapid spread affranchising activity by universities over the last few years has been a quiet revolution - revolutionary in its speed and radical nature, but so quiet that its significance has yet to be assessed. Publications on franchising, and there are only a few, are investigative and informative, rather than analytical or policy-oriented. This is perhaps because there has been no major national policy lead on franchising. Government departments and national bodies have contributed at best encouragement and recognition; at worst suspicion and obstruction. In the tradition of revolutionary activity, franchising has been a bottom-up initiative, institution-led, and at a speed which, 'In a sector not known as a quick-change artist is breathtaking'. This paper examines the origins, nature and implications of this quiet revolution.  相似文献   

Coda     

Maggie MacLure 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):798-800

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生活惯用语(二)     

Maggie 《初中生》2001,(16)

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‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students     

Ann Macfadyen  Christine English  Michael Kelleher  Maggie Coates  Colin Cameron  Vanessa Gibson 《高等教育研究与发展》2019,38(5):985-1000

ABSTRACT

An action research project involving 25 master’s supervisors, from health and education disciplines, sought to enhance their understanding of dissertation supervision. Recognising that they were sometimes slightly unsure about their role, they sought to identify issues that contributed to this circumstance, and to develop supervisor preparation materials to support future colleagues. During interviews and collaborative workshops, colleagues shared their experiences and reflected with one another on the nature of supervision. Through this process, they constructed a model that conceptualises how they practice. The core element is an ongoing assessment of a student’s readiness, motivation and individual situation. In response to this assessment, supervisors balance three functions: Facilitating, Nurturing and Maintaining Standards. Facilitating encourages student growth through challenge or stimulation. Nurturing involves the provision of support and reassurance within a safe space in which this growth can occur. Maintaining standards ensures that academic and professional rigour are preserved.  相似文献   

Literacy as a complex activity: deconstructing the simple view of reading     

Morag Stuart  Rhona Stainthorp  Maggie Snowling 《Literacy》2008,42(2):59-66

The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching – the Searchlights model of reading and its development – should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other, and show that nothing has been lost in this transformation from Searchlights to Simple View: on the contrary, much has been gained. That nothing has been lost is demonstrated by consideration of the underlying complexity inherent in each of the two dimensions delineated in the Simple View. That much has been gained is demonstrated by the increased understanding of each dimension that follows from careful scientific investigation of each. The better we understand what is involved in each dimension, the better placed we are to unravel and understand the essential, complex and continual interactions between each dimension which underlie skilled reading. This has clear implications for further improving the early teaching of reading.  相似文献   

Leadership Reflections: Who Are Your Peeps?     

Maggie Farrell 《图书馆管理杂志》2019,59(4):422-430

Leaders need to surround themselves with colleagues, mentors, and individuals who will support, challenge, and encourage development. Forming a network will aid a library leader in their individual growth as well as provide informal consultants who can see the broader pictures or tease out an issue that might not be evident to the leader. Colleagues who share the same vision or goals will encourage each other and provide support during personal and professional challenges. A library leader should be strategic about selecting and curating a network that will meet a variety of needs as well as being a resource. Doing so, a leader will have a sounding board to consider ideas and strategies while gaining different perspectives. The end result is that a library leader will build professional relationships that will enhance personal and professional success.  相似文献   

A Grounded Theory of Counseling Students Who Report Problematic Peers          下载免费PDF全文

Lindy K. Parker  Catherine Y. Chang  Kimere K. Corthell  Maggie E. Walsh  Greg Brack  Natalie K. Grubbs 《Counselor Education & Supervision》2014,53(2):111-125

All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research.  相似文献   

The meaning of adventurous activities for 'women in the outdoors'     

Maggie Boniface 《Journal of Adventure Education & Outdoor Learning》2006,6(1):9-24

Adventurous activities are growing in popularity as a form of leisure and recreation, yet many non-participants find it difficult to understand what motivates people to seek out situations in which there is an element of danger and risk. This research examines the meanings of long-term participation in outdoor adventure for women working in education. A biographical method was employed to explore narratives generated through life story interviews that related to the nature and impact of the women's adventure participation. Key themes focused on the significance of adventurous activities, experiences of fear, and relationships in the outdoors. The women in this research emphasised the benefits, values and importance of adventurous activities, and indicated ways in which their participation had influenced all aspects of their lives. They placed particular significance on time for themselves away from everyday life which they associated with feelings of rejuvenation and calm. When describing their experiences in the outdoors the women reported unusually high levels of fear, and placed particular value on shared experiences which often overshadowed aspects such as physical challenge.  相似文献   

Book reviews     

Patrick Groff  James C. Simeon  Maggie Wilson  Gina Feldberg 《Interchange》1992,23(4):445-455

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Conformity to masculinity ideology,a predictor of academic‐related attitudes and behaviors     

Christopher T. H. Liang  Gabrielle H. Rocchino  Malaïka H. C. Gutekunst  Annalisa Smithson 《Psychology in the schools》2019,56(10):1583-1595

Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self‐presentation of low achievement, academic engagement, academic initiative, and self‐regulation, above and beyond academic self‐efficacy, among a diverse sample of urban youth. With a sample of 135 eighth‐grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students’ endorsement of masculinity ideology predicted the criterion variables above and beyond academic self‐efficacy. The sample was comprised of 54 girls and 74 boys ages 12–14 years (M = 13.14; SD = .37). Results showed academic self‐efficacy significantly predicted academic engagement (B = 1.26; β = .53, p < .001; f² = .39), academic initiative (B = .98; β = .37; p < .001, f² = .16), and behavioral regulation (B = .61; β = .24; p < .05; f² = .09) and explained an additional 8 and 10% of the variance in self‐presentation of low achievement (B = .54; β = .33; p = .001; f² = .14) and academic skepticism (B = .56; β = .35; p < .001; f² = .15), respectively, over and above academic self‐efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self‐presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self‐efficacy and, perhaps more important, addressing masculinity ideology.  相似文献