Mentoring and the Professional Development of Teachers     

Shirley Lee  June Wilkes 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):33-38

An ongoing research project has been focusing on the changing roles of colleagues based both in school and in college who are involved in the supervision of students in school and on their professional development needs.

This article focuses on three elements of the research findings which we have obtained from the collation and analysis of the evaluations of the programmes so far. box Aspects of the training which have been most useful

box Issues arising from the meetings of the mentor support groups

box Implications for the continuing professional development and career development of the mentors

The findings have been further informed by a series of semi‐structured interviews.  相似文献   

The development of compromising as an alternative to persuasion     

Ruth Anne Clark  Lisa l. O'Dell  Shirley Willihnganz 《Communication Studies》2013,64(4):220-224

Children's responses to situations in which their interests conflicted with those of the other interactant were investigated to determine whether children would attempt to persuade the other or to initiate compromise. One hundred twenty‐seven third, fourth, and sixth graders constructed messages in such situations. There was a tendency for more of the older children than young ones to spontaneously initiate compromise. Results were interpreted in terms of development and communicative skills reflecting the pursual of multiple goals. In this case, older children were concerned not only with their own primary interests, but with those of the other interactant.  相似文献   

One world, One dream? Intergroup consequences of the 2008 Beijing Olympics     

Shirley Y.Y. Cheng  Jennifer L. RosnerMelody Manchi Chao  Siqing PengXia Chen  Yanmei LiJessica Y.Y. Kwong  Ying-yi Hong  Chi-yue Chiu 《Int J Intercult Relat》2011,35(3):296-306

Despite deliberate efforts to promote the ideal of “One world, One dream,” the 2008 Beijing Olympics appears to have exaggerated Mainland Chinese’ perception of Chinese and Western cultural differences and increased low ingroup identifiers’ ingroup favoring emotions and perceptions. In Study 1, we measured Beijing Chinese's perceptions of Chinese and Western values before and after the Olympics. The results showed that, after the Olympics, encountering the Beijing Olympic icon increased perceived value differences between Western and Chinese cultures. Study 2 showed that in Mainland China, individuals who identified strongly with Chinese culture favored Chinese (vs. American) commercial brands more both at the beginning and toward the end of the Olympics. Moreover, although individuals with low levels of Chinese cultural identification did not display significant ingroup favoritism at the beginning of the Olympics, they did so toward the end of the Games. Together, the results suggest that the Olympics had widened the cultural divide between China and the Western world.  相似文献   

Learning, knowing and being in the world: postformalism, Einstein, and lessons from a kid named Larry     

Shirley R. Steinberg 《Cultural Studies of Science Education》2009,4(3):553-558

I describe how Joe Kincheloe experienced learning from a peer during his pre-school life only to see how his friend was unable to succeed at school. Joe’s commitment to empowered cognition was grounded first, by his friend, Larry’s mentorship—teaching him the environmental nuances of the mountains in rural Tennessee, and secondly, the contradiction of schooling being unable to afford learning for Larry. This article discusses how Kincheloe became a scholar, the salience of Einstein’s work with his own, and the evolution of his research and scholarship. Examples of Kincheloe’s work addressed are: postformalism, bricolage, critical theory, and alternative knowledges, and how this work has contributed to science education.

Shirley R. SteinbergEmail:

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Shirley R. Steinberg   is director of The Paulo and Nita Freire International Project for Critical Pedagogy at McGill University. She is the author and editor of many books and articles in cultural studies, urban education, and critical pedagogy including Christotainment: Selling Jesus Through Popular Culture (2009) with Joe Kincheloe, Diversity and Multiculturalism: A Reader (2009), Media literacy: A reader (2007), Teen life in Europe (2005), the award winning Contemporary youth culture: An international encyclopedia (2005), and with Joe Kincheloe, Kinderculture: The corporate construction of childhood (2004), and The Miseducation of the West: How schools and the media distort our understanding of the Islamic world (2004).  相似文献   

“A Large Object with a Small Museum”: A Narrative Analysis of Tlotlo's Experience of an Astronomy Science Center     

Anthony Lelliott  Shirley Pendlebury 《Curator: The Museum Journal》2009,52(3):241-260

Abstract This paper presents a narrative analysis of an elementary school student's view of his visit to an astronomy science center in South Africa. We illustrate the power of narrative in illuminating the importance of the student's perspective in understanding the conditions for learning in a museum setting. Using principles of narrative presentation, the paper describes Tlotlo's thinking throughout his participation in a school visit to the visitors' center at a radio telescope. The paper discusses six features of the visit: student misconceptions; inadequate preparation and followup; memories and imaginings; enjoyment; discussing the visit afterwards; and socioeconomic constraints on visits. These features are examined within the context of a developing country: both confirming previous research on school visits and providing new insights into how such visits can be interpreted. The significance of narrative analysis for science center educators is discussed and suggested as appropriate for current research in museums.  相似文献   

Building professional research partnerships: Possibilities and perplexities   总被引：2，自引：0，他引：2  

Shirley Grundy 《The Australian Educational Researcher》1996,23(1):1-15

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Need for helpers     

Valerie Saunders  Shirley Augustus 《British Journal of Special Education》1983,10(4):42-42

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Books for the children     

Shirley Neitlich 《Early Childhood Education Journal》1977,5(2):19-21

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Reading to learn*     

Shirley Paice 《English in Education》1984,18(1):3-8

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Competency based training and national qualifications frameworks: Insights from south africa     

Ben Parker  Shirley Walters 《Asia Pacific Education Review》2008,9(1):70-79

During the last thirty years, National Qualification Frameworks have emerged as an attempt by the state to ‘manage’ the relations between education, training and work. Drawing on South African experiences of ten years of development of a competency and outcomes based National Qualifications Framework (NQF), this paper highlights the areas of greatest contestation and achievement. We argue for a view of NQFs as a work-in-progress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.  相似文献