Teacher Appraisal,Professional Development and School Improvement: a case study     

David Hopkins  Julie Howard  Iain Johnston  Barbara Glover  Sue Woodburn 《School Leadership & Management》2013,33(1):37-53

The paper argues that in respect of the day‐to‐day work activities required in being a headteacher, and in the work relationships involved in running schools, the occupational culture of headship has changed fundamentally. Using the accounts of 20 headteachers, interviewed in respect of their career histories in 1990 and followed up by means of a postal questionnaire in 1992, the paper illustrates the changes experienced and identified by this group of heads. It is argued that a new headteacher is required; that aspects of educational leadership have diminished dramatically in the work culture of headship.  相似文献   

Annual Index Volume 8     

Alison Scope  Janet Empson  Sue McHale  Dabie Nabuzoka 《Emotional and Behavioural Difficulties》2013,18(4):319-320

The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability using an independent observer and teacher ratings, and administered to a sample of 157 mainstream schoolchildren. The SCOC revealed a normal distribution of scores on the checklist, and the top and bottom quartiles of this distribution were found, as would be expected, to differ significantly on SCOC score. The SCOC had good inter‐observer reliability and a high rate of concordance with teacher ratings of attentional difficulties. The SCOC has emerged as a reliable measure that could prove to be a useful tool in a battery of screening measures to identify mainstream schoolchildren with difficulties characterised by inattention and hyperactivity‐impulsivity.  相似文献   

The icelandic educational network: incidents reported as fostering successful use of educational networks     

Unnar Thorsteinsson  Sue Espinoza  Madeline Justice 《Technology, Pedagogy and Education》2013,22(2):233-239

Abstract

Telecommunications have moved into the world of education, and educational networks have arisen in many countries. The Icelandic Educational Network (IEN) is one of these, and a recent study was undertaken to examine its role and its impact on the educational community in Iceland. A critical incident study was conducted to determine what activities educators felt have led to their successful use of the IEN. Participants were asked to describe two critical incidents that fostered their successful use of the IEN; 580 critical incidents reported by 290 subscribers at the IEN were analyzed. The data, recorded and presented in narrative and visual form, revealed six categories that foster successful use of the IEN, and frequency distribution charts showing the frequency of each incident are included here. Participant feedback has provided information regarding instructor training for telecommunication technology, and has indicated possible areas for inclusion in teacher education, and professional development activities  相似文献   

Measuring Jews in Motion     

Zvi Bekerman  Sue Rosenfeld 《Journal of Jewish Education》2013,79(3):196-215

Jewish educators are expected not only to imbue their students with Jewish knowledge but with Jewish feelings and Jewish actions as well—in short, with Jewish identity. However, in spite of a growing understanding among researchers that identity is fluid and dynamic, many of the traditional methods for assessing Jewish identity reflect essentialist concepts of identity that assume Jews and their Jewishness remain unchanging across various contexts. Our intention in this article is to review briefly some of the ways in which traditional methods of studying Jewish identity reveal problematic conceptualizations, and to suggest an alternative that seems to us more in keeping with constructivist concepts of identity.  相似文献   

Smart toys and sophisticated learning tools     

Sue Greener 《Interactive Learning Environments》2013,21(5):549-550

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Incompatible Rhetorical Expectations: Julia W. Carpenter's Medical Society Papers, 1895–1899     

Carolyn Skinner 《Technical Communication Quarterly》2013,22(4):307-324

This article examines 3 papers presented before the Cincinnati Academy of Medicine by 19th-century physician Julia W. Carpenter. The article identifies 3 strategies Carpenter used to negotiate the incompatible rhetorical expectations for women and for physicians. The published records of academy discussions provide evidence for Carpenter's colleagues' reactions to each strategy, revealing the complexity of her rhetorical situation and demonstrating the complex links among rhetorical practice, professional identity, and a communicator's social position.  相似文献   

Bridge to Teaching—An Accelerated Teacher-Certification Program     

Henri Sue Bynum  Lorraine Coughlin  Edwin R. Massey 《Community College Journal of Research & Practice》2013,37(8):633-634

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Academic Outcomes Among a Sample of Learning Support Community College Students     

Amy D. Skinner 《Community College Journal of Research & Practice》2013,37(1):50-53

This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The data showed that of the 275 students who enrolled in a Learning Support reading course in the fall 2005 semester, 189 returned for the spring 2006 semester. Data also showed that 58% of the 275 students enrolled in Learning Support reading during fall 2005 successfully completed a basic reading intensive course upon completion of their remedial reading class. One hundred eighty seven students who had previously completed Learning Support reading enrolled (spring 2006 or later) in Introductory English 101 and 121 passed. Fifty-five students who had completed Learning Support reading enrolled (spring 2006 or later) in History 1121, Western Civilization, and 20 students passed. Six of the 205 students who completed Learning Support reading graduated Gordon College within a three-year period. The results of the present study indicate that the Learning Support Reading Program in place at Gordon College has proven to be a beneficial tool for at-risk college students. It is assumed that programs such as the Learning Support Program described here may help students build a foundation that will aid them throughout their college career.  相似文献   

Growing Tomorrow's Teachers Through the Teacher Center     

Susan Skinner Wyatt 《Community College Journal of Research & Practice》2013,37(8):617-618

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Assessment of Early Developing Phonological Awareness Skills: A Comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening–PreK     

Maura Jones Moyle  John Heilmann  S. Sue Berman 《Early education and development》2013,24(5):668-686

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development.  相似文献