THE RABBINIC LEADER AND THE VOLUNTEER LEADER     

Rabbi Stuart Kelman 《Religious education (Chicago, Ill.)》2013,108(4):322-334

Power both defines and confuses the roles of clergy and lay volunteers within a congregation. One Kabalistic model that describes the relationship between God and humans is used to provide a structural analogy to the issue of clergy and lay volunteer relationships.  相似文献   

RESEARCH IN JEWISH RELIGIOUS EDUCATION   总被引：1，自引：0，他引：1  

Ronald G. Wolfson  Stuart Kelman 《Religious education (Chicago, Ill.)》2013,108(6):692-697

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Leadership and social capital: engaging small Australian communities in development and implementation of learning plans     

Stuart Auckland  Sue Kilpatrick 《International Journal of Lifelong Education》2013,32(4):495-512

ABSTRACT

The paper explores the processes by which two Australian rural communities established Community Learning Plans (CLPs). It acknowledges the role of CLPs as contributors to social and economic change through influencing employment rates, income equity, social cohesion and reduction in poverty. In addressing the research question: What factors contribute to the effective development and implementation of a CLP in a small rural community? The paper reveals the importance of evidence and clarity of vision such as improved social and economic outcomes as core rationales for triggering the development of CLPs. The analysis of leadership and social capital resources drawn upon from trigger for a CLP through initiation, development and reflection to sustainable embedding in community, reveals the interplay between formal community leadership structures such as Council, community members, education, business, training and social services, and external actors as a predicator of communities’ ability to enact CLPs. Maturity of social capital resources and leadership processes and resources influence the development and implementation of plans in alignment with community needs and aspirations. The paper advocates for reward and recognition frameworks to help connect, engage and sustain stakeholder groups into community learning initiatives through providing relevance to their business or activity.  相似文献   

Developmental Trajectories in Children With and Without Autism Spectrum Disorders: The First 3 Years     

Rebecca J. Landa  Alden L. Gross  Elizabeth A. Stuart  Ashley Faherty 《Child development》2013,84(2):429-442

Retrospective studies indicate 2 major classes of autism spectrum disorder (ASD) onset: early and later, after a period of relatively healthy development. This prospective, longitudinal study examined social, language, and motor trajectories in 235 children with and without a sibling with autism, ages 6–36 months. Children were grouped as: ASD identified by 14 months, ASD identified after 14 months, and no ASD. Despite groups' initial similar developmental level at 6 months, ASD groups exhibited atypical trajectories thereafter. Impairment from 14 to 24 months was greater in the Early‐ASD than the Later‐ASD group, but comparable at 36 months. Developmental plateau and regression occurred in some children with ASD, regardless of timing of ASD diagnosis. Findings indicate a preclinical phase of varying duration for ASD.  相似文献   

Empty House     

Jesse Stuart 《The Educational forum》2013,77(3)

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Summer Day     

Jesse Stuart 《The Educational forum》2013,77(1)

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Retrospect     

Jesse Stuart 《The Educational forum》2013,77(3)

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Primary education     

Peter Sullivan  Stuart Marriott 《Education 3-13》2013,41(2):50-52

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Politics and Education     

Stuart Maclure 《牛津教育评论》2013,39(1):17-25

(Mr Maclure was asked to write on the question he poses in the first sentence of the article)  相似文献   

Interpreting examiners' annotations on examination papers: a sociocultural analysis     

Martin Johnson  Stuart Shaw 《Irish Educational Studies》2013,32(4):467-485

In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems.  相似文献