Reports on Books     

Alison Millett  David C. Johnson 《School Leadership & Management》2013,33(2):239-243

OfSTED's criteria for inspection are published and available to all. However, it is quite possible that there will be a mismatch between schools' interpretations of what OfSTED means by good practice in primary mathematics and those of the inspectors who come to inspect them. The research reported here focuses on the responses of a small set of primary schools to the inspection of their mathematics: their anticipation of issues, their expectations of what would be found and their views of how the inspection would contribute to the development of good practice. Inspectors' reports seemed frequently to match the expectations of the schools. Interpretations appeared to coincide, but in some cases there appeared to be mismatch and disagreement which raised questions about expertise or interpretations of both inspector and mathematics co-ordinator and might, in turn, affect the development of mathematics following inspection.  相似文献   

Mentoring in black and white: the intricacies of cross‐cultural mentoring     

Juanita Johnson‐Bailey Associate Professor 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):7-21

Cross‐cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protégé relationship offers micro‐cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their mentoring relationship to illustrate six common issues facing academicians involved in these relationships: (1) trust between mentor and protégé; (2) acknowledged and unacknowledged racism; (3) visibility and risks pertinent to minority faculty; (4) power and paternalism; (5) benefits to mentor and protégé; and (6) the double‐edged sword of ‘otherness’ in the academy. Literature is used for review and critique of mentoring in the academy while offering personal examples to illustrate the complexity and success of a 13‐year mentoring relationship between a duo who began their association as teacher/student.  相似文献   

Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students     

Kaprea F. Johnson  Abha Gupta  Hana Rosen  Howard Rosen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):431-443

The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The study showed encouraging results. The 91 student participants showed gains in their GORT-4 total scores after the intervention. Results of after-school tutoring lend support to the use of peer-tutoring in afterschool in the elementary schools. Due to the exploratory nature of the study in a single school, there are constraints on generalizability and utility of findings to other schools across the board.  相似文献   

Extended essay marking on screen: is examiner marking accuracy influenced by marking mode?     

Martin Johnson  Rebecca Hopkin  Hannah Shiell  John F. Bell 《Educational Research and Evaluation》2013,19(2):107-124

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A Teacher's and Researcher's Experiences with Power and Representation within the Practical Argument Process     

Catherine Fallona  Holly Johnson 《Teachers and Teaching》2013,19(2):141-154

The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation.  相似文献   

Meyer Weinberg     

Josie Johnson 《Equity & Excellence in Education》2013,46(4-6):108-110

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Teacher Preparation for Community/Junior Colleges     

Glenn R. Johnson 《Community College Journal of Research & Practice》2013,37(3):249-257

Abstract

A questionnaire was sent to the presidents of 24 Texas community/junior colleges, 22 of whom responded (91.66%). The five parts of the instrument dealt with specific teacher preparation topics, internships and salaries for the interns, and the number of graduate hours of preparation one should have completed in a discipline in order to teach it.

The respondents endorsed several specific topics for preparation programs, and the majority also supported an internship program. Evidently, the subject matter and activities listed in the questionnaire constitute a workable part of a program to prepare community/junior college teachers. A minimum salary of $450 per month is recommended for an intern required to teach three sections of a specific discipline, and a higher salary is very desirable where possible.  相似文献   

Individualized Instruction: Extent of Use and Model for Assessing Effectiveness in Community Colleges/Technical Institutes     

Mildred Johnson  Barbara Clawson 《Community College Journal of Research & Practice》2013,37(3):213-225

Abstract

Purposes of the study were to (1) determine the extent to which occupational education instructors in postsecondary institutions in North Carolina used individualized instruction; and to (2) develop a model, evaluative measures, and guidelines for use in assessing individualized instruction approaches. An Individualized Instruction Inventory was designed to determine demographic data, practices, and attitudes of occupational education instructors. The sample consisted of instructors who had rated themselves as moderately to highly individualizing instruction. Inventories were returned by 77% of the 354 instructors in the sample. A discriminant analysis was used to determine demographic variables that differentiated (1) between instructors with high and low attitude scores; and (2) among instructors with high, average, and low practice scores. The four components of the model developed were (1) delineate information, (2) plan for data collection, (3) obtain information, and (4) provide information for decision making. Tasks to be completed within each phase were specified, and guidelines for use of the model were written. Evaluative measures appropriate for collecting the desired data were either selected or developed.  相似文献   

MARKETING THE PERCEPTIONS OF A COMMUNITY COLLEGE'S POSTSECONDARY ENROLLMENT OPTIONS PROGRAM     

Derick M. Kiger  Jeffrey A. Johnson 《Community College Journal of Research & Practice》2013,37(8):687-693

A vast majority of colleges and universities have provisions for admitting high school students to special college programs (Robinson & Noble, 1992). These postsecondary enrollment options programs are vital because they link local higher education to the community by actively involving high school personnel, students, and parents in planning for college. Establishing and maintaining this link presents unique challenges to educators because it must meet the needs of a diverse population. The purpose of this study was to assess how students and parents perceived a suburban community colleges’ postsecondary enrollment options program. Basing marketing strategies on these perceptions provides colleges and universities an effective means to maintain the established community link.  相似文献   

Performing A/Sexual Teacher: The Cartesian Duality in Education     

Tara Star Johnson 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):253-266

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