The Activist Professional and the Reinstatement of Trust   总被引：3，自引：0，他引：3  

Susan Groundwater-Smith  Judyth Sachs 《Cambridge Journal of Education》2002,32(3):341-358

Public sector reform in the field of education has been ongoing and relentless. Whether in the UK, Europe, the USA or Australasia, there has been an expectation that the education 'industry' can be managed in the same way as any other commercial enterprise with an emphasis upon forms of accountability which require less and less professional judgment on the part of practitioners. In this article we examine the growth of the 'audit society' and its consequences for professional practice in education. We indicate that there are two responses to bureaucratic surveillance: to act as an entrepreneurial professional or as an activist professional. We argue that the latter is achievable when trust is reinstated through the community of professional practice itself. We illustrate our case using issues surrounding the establishment of professional standards for teachers and we develop strategies for activist professionalism in education.  相似文献   

Measurement Model for Linking Individual Learning to Processes and Knowledge: Application to Mathematical Reasoning     

Susan E. Embretson 《Journal of Educational Measurement》1995,32(3):277-294

Contemporary instructional theories increasingly emphasize the importance of linking an individual's learning to changes in cognitive processes and knowledge structures. In this article, an extension of the multidimensional Rasch model for learning and change (MRMLC) is presented so as to permit theories of processes and knowledge structures to be incorporated into the item response model. Like the MRMLC, this extension (MRMLC+) resolves some basic problems in measuring individual change and permits adaptive testing so that precise estimates of learning may be obtained. Additionally, MRMLC+ permits individual learning to be linked to substantive changes in processing and knowledge. An application to a study on the impact of short-term instruction on mathematical problem solving shows the potential of MRMLC + for interpretations. In this study, a theoretically plausible model of knowledge structures (Mayer, Larkin, & Kadane, 1984) provides the basis of individual learning interpretations.  相似文献   

Knowledge management: An imperative for schools of education   总被引：1，自引：0，他引：1  

Susan A. Santo Ph.D. 《TechTrends》2005,49(6):42-49

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The failure of a successful intervention: a case study     

Susan Walters  Katie Brown  Alfred Hirshoren 《International Journal of Disability, Development & Education》1978,25(1):26-35

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Culturally Responsive Literacy Practices in an Early Childhood Community     

Susan V. Bennett  AnnMarie Alberton Gunn  Guda Gayle-Evans  Estanislado S. BarreraIV  Cynthia B. Leung 《Early Childhood Education Journal》2018,46(2):241-248

Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators) synthesized the current research into the following five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print rich environments. In this article we situate each framework within the larger context of research. Next we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy and in an early childhood setting with real classroom practices.  相似文献   

Editorial     

Susan Alice Fischer 《Changing English: An International Journal of English Teaching》2005,12(3)

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A historical analysis of electric currents in textbooks: A century of influence on physics education     

Susan M. Stocklmayer  David F. Treagust 《Science & Education》1994,3(2):131-154

The typical model of electric current which we present to students is one of electron movement between points at different potentials. The problems associated with this model of electricity have been the subject of much educational research, particularly with respect to the use of analogies. The water-circuit analogy, especially, has received considerable attention. Despite this, students continue to hold remarkably persistent alternative conceptions about the nature of simple circuits. Historically, the electromagnetic field theories of Faraday and Maxwell constitute important steps towards modern understanding of transmission of electric current along a wire. Textbooks from 1891 to 1991, however, reflect remarkably little change in their presentation of direct-current circuitry, most texts by implication portraying, in various ways, a fluid model which predates Faraday. Against this background, this paper describes the ways in which textbooks interpret historical developments for teaching texts and the time which may elapse before such developments have an impact in the classroom. It also highlights important issues relating to the intrinsic merit of contemporary textbook treatments of electricity and examines their importance with respect to classroom teaching.  相似文献   

Ages of diagnosis,amplification, and early intervention of infants and young children with hearing loss: findings from parent interviews     

Prendergast SG  Lartz MN  Fiedler BC 《American annals of the deaf》2002,147(1):24-30

A survey was conducted to determine the status of early identification of children with hearing loss in Illinois. Over a 3-year period, parents of 77 children with severe to profound hearing loss were interviewed while attending an educational program at a state residential school for the Deaf. Results indicated that these children had lower ages of identification than those reported in national studies (Arehart, Yoshinaga-Itano, Thomson, Gabbard, and Stredler Brown, 1998; Harrison & Roush, 1996) and in an earlier study in Illinois (Kittrell & Arjmand, 1997). Delays between suspicion and the initiation of diagnosis and amplification were reported, and were most often attributed to physicians' failure to investigate the possibility of hearing loss. Delays in the onset of early intervention services were noted for half of the children. Although the study reports progress across all areas, the ages of identification, amplification, and early intervention remain higher than recent research (Harrison & Roush, 1996; Kittrell & Arjmand, 1997; Marschark, 1998) indicates is justifiable.  相似文献   

Higher education recruitment in the United States: a chronology of significant literature     

Susan Adams-Johnson  Jeff Cranmore  Anna M. J. Holloway  Joel D. Wiley 《Journal of educational administration and history》2019,51(3):213-238

ABSTRACT

Given the absence of a chronology of the historical philosophies, perspectives, and practices of recruitment within the higher education institutions in the United States, the authors have assembled an overview of the material on recruitment strategies and ideologies of American higher education institutions. Literature from and about the past aids in illuminating the current context while helping to navigate the future of higher education recruitment. The authors have identified five general periods: prior to 1920, 1921 to the end of the Second World War, the post-War decade, mid-1950s through the 1970s, and 1980s to the present. Documentation for each period varies significantly in quality and amount, with the densest data found for the two later periods. Future researchers may explore how recruitment practices and language encourage or discourage under-represented populations in higher education. Further research in other areas of educational recruitment is also suggested.  相似文献   

Maternal and Child Characteristics that Influence the Growth of Daily Living Skills from Infancy to School Age in Preterm and Term Children     

Susan E. Dieterich  Heather M. Hebert  Susan H. Landry  Paul R. Swank  Karen E. Smith 《Early education and development》2004,15(3):283-304

Research findings. Growth across 6 months to 8 years of age, assessed at seven time points, for daily living and cognitive skills was compared for term (n = 122), very low birth weight (VLBW) children of low (n = 114) and high (n = 73) medical risk and lower socioeconomic status (SES). Dramatic declines in daily living skills were found for all children, while cognitive skills were stable across this age range. By 8 years, daily living skills were in deficient ranges for all groups with both VLBW groups showing lower levels in both skill areas across all ages compared to term children. Relations between child and parenting factors and daily living skill growth were examined in order to better understand this decline. Early maternal general stimulation and directiveness predicted slower declines in daily living skills while higher parental developmental expectations predicted higher levels in daily living skills. Practice. These results demonstrated the negative impact of lower SES and biological risk on children's growth in daily living skill. The findings highlighting several parenting factors that are important in understanding individual differences in children's daily living skill development have implications for early intervention.  相似文献