Without You. Children and Young People Growing Up with Loss and its Effects. By Tamar Granot     

Ron Best 《Pastoral Care in Education》2007,25(2):56-57

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Family grouping: A structural innovation in elementary schools     

Ron Buston 《Interchange》1977,8(1-2):143-150

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Editorial. Evolution education: An area of needed research     

Ron Good 《科学教学研究杂志》1992,29(10):1019-1019

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Note from former editor     

Ron Good 《科学教学研究杂志》1994,31(9):873-873

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The Relationship Between Organization and Management in Schools     

Harry Gray 《School Leadership & Management》2013,33(2):157-161

Vice-principals’ role and their relationship with principals are of paramount importance in shaping the effectiveness of school management, particularly after the implementation of school-based management (SBM) worldwide. This paper reports primarily on prior studies on the vice-principalship and suggests a framework to help explain the different working relationships between principals and vice-principals. The framework is a matrix based on three dimensions, namely status, roles and management tasks. The framework was then examined through an illustrative case study. What emerged was that the framework provides a powerful means to explain the different combinations of relationship between principals and vice-principals.  相似文献   

Leadership and The Effective School   总被引：3，自引：3，他引：0  

Steve Murgatroyd  H.L. Gray 《School Leadership & Management》2013,33(3):285-295

The article examines the origins and purposes of assessment for learning (AfL) within the National Curriculum Assessment context in England. As a part of the Primary Strategy, AfL became part of the government's drive to improve standards through measuring school outcomes. The authors describe their investigation into teachers' understandings of AfL, how AfL has influenced teaching, learning and assessment in the intervening six years and whether it has established a presence as part of teaching pedagogy.  相似文献   

Development of a sex education programme for 12‐year‐old to 14‐year‐old Turkish adolescents     

Figen Cok  Lizbeth Ann Gray 《Sex education》2013,13(2):127-141

Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools.  相似文献   

Team teach with a student: A pilot study in criminal justice     

Tara Gray  Paige Harrison 《Journal of Criminal Justice Education》2013,24(1):163-180

In this study, criminal justice classes were team taught by six pairs of one faculty member and one student teacher. The professor-student teaching teams met together before class to plan and after class to problem solve. The student teachers were charged with helping the professors introduce active learning exercises into their classes. This article reports on survey data from these professors, student teachers and the students they taught, including their views on both the benefits and problems. The article shows professors how to team teach with a student and helps professors who want to try the approach to anticipate and minimize the problems while capitalizing on the benefits.  相似文献   

Participative Leadership: Perspectives of Community College Presidents     

Lauren Grasmick  Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80

This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones.  相似文献   

Exploration of technical and nontechnical employee attitudes toward participation in training     

Ben Ryburn  Dan Brown  Ron Meier 《Performance Improvement》2011,50(8):33-40

This study examined technical and nontechnical employee attitudes toward participation in training. A survey was administered to 337 self‐identified technical and nontechnical university employees. Our findings are as follows: (a) most employees prefer training that is less than 2 hours in length, (b) employees do not want training outside their regular shift, (c) employees strongly prefer hands‐on training, and (d) less than half were encouraged by their supervisor to apply what was learned in nontechnical training to their job.  相似文献