Teach For/Teach First candidates: what conclusions do they draw from their time in teaching?     

Suzanne Rice  Veronica Volkoff  Nicky Dulfer 《Teachers and Teaching》2013,19(5):497-513

Teach For and Teach First programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their time as a Teach For/Teach First candidate. Given their capacity to influence policy directions and school practice, and to speak with the authority of at least some experience in challenging schools, it is important to understand the types of conclusions they draw from their time in teaching, and the solutions they propose to the problems of educational inequality. This study set out to explore the types of attributions made by 76 Teach For candidates for the low achievement of disadvantaged students, and what they consider to be potential means of effectively addressing the achievement gap. Participants gave most importance to the types of people attracted to and retained in teaching, and placed relatively little importance on improving school resourcing or addressing systemic and structural contributions to educational disadvantage. Implications for those training and working with Teach For candidates are discussed.  相似文献   

Student‐teachers' perspectives on positive and negative social processes in school     

Suzanne Graham  Jon Roberts 《Teachers and Teaching》2013,19(4):399-410

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article.  相似文献   

Keeping the Focus on the Child: Supporting and Reporting on Teaching and Learning With a Classroom-Based Performance Assessment System     

Beverly Falk  Suzanne Wichterle Ort  Katie Moirs 《Educational Assessment》2013,18(1):47-75

Abstract

This article describes the findings of studies conducted on a large-scale, classroom-based performance assessment of literacy for the early grades designed to provide information that is useful for reporting, as well as teaching. Technical studies found the assessment to be a promising instrument that is reliable and valid. Follow-up studies of the assessment's use point to its positive impact on teachers' practice and on school and district policies. The studies' findings suggest that classroom-based performance assessment can be a viable accountability, as well as instructional, tool, capturing a range of students' abilities in a range of formats, and that use of such an assessment has the potential to enhance teachers' knowledge about literacy and their abilities to effectively support students' learning.  相似文献   

Strengthening the Preparation of Early Childhood Teacher Candidates Through Performance-Based Assessments     

Suzanne K. Adams  Kenneth Wolf 《Journal of Early Childhood Teacher Education》2013,34(1):6-29

Performance-based assessments require teacher candidates to demonstrate proficiency on specific teaching tasks and apply knowledge in authentic settings. This article describes the development and use of performance-based assessments (PBAs) for advancing the learning and evaluation of teacher candidates in an early childhood special education teacher preparation program. Teacher candidates completed PBAs under supervision during culminating practica experiences at three age levels (infant/toddler, preschool, and primary practicum). Methods for determining proficiency on national (Council for Exceptional Children) and state (Colorado teacher licensure) standards are described, along with the challenges and opportunities presented by the use of PBAs. Performance-based assessment data over a 5-year period indicate teacher candidate performance meeting and exceeding national standards and state licensure requirements.  相似文献   

Unveiling the Mary Macha Archives     

Suzanne Spunner 《档案与原稿》2019,47(1):164-170

ABSTRACT

Perth-based art dealer Mary Macha was engaged with Indigenous art for almost fifty years. She played a critical role in the development of Aboriginal art in Western Australia firstly in the government sector and subsequently as a private dealer. Her clients included Alistair McAlpine (Lord McAlpine) and Robert Holmes a Court. She was the key player in the development of what became known as the East Kimberley School of art and formed a close relationship with the key artists, Paddy Jamanji and Rover Thomas. After her death in 2017, her archive was sorted and collated by her executors with assistance from the University of Melbourne and vested with the Battye Library in Perth.  相似文献   

The Emerging Informationist Specialty: A Systematic Review of the Literature     

Jocelyn A. Rankin  Suzanne F. Grefsheim  Candace C. Canto 《Journal of the Medical Library Association》2008,96(3):194-206

Purpose:

A systematic literature review was conducted to synthesize what is known about informationists, highlight program models, and suggest areas for future research.

Methods:

Articles retrieved through database searching were reviewed for relevance. Informationist case reports were identified and coded according to an attributes checklist. Data from other retained publications were synthesized under broad themes. The few research studies found were reviewed for level of evidence.

Results:

Of 113 papers reviewed, the study identified 7 classic and 8 emerging informationist programs. Two major models are apparent, clinical and research, with priorities differing according to program maturity. The literature synthesis also brought together current thinking about informationist qualifications; practice roles; setting characteristics; education and training; organizational, programmatic, and service provider success factors; and challenges and barriers. Program outcomes to date are reported, and future research topics suggested. Specific findings will assist informationist program planners.

Conclusions:

While the informationist concept remains in the early adopter stage, it appears that domain knowledge, continuous learning, and embedding (working in context) are essential to success. The need for librarians to transition to greater specialization and libraries to emphasize customized service was underscored. A research agenda focused on information management, dissemination, behaviors, and economics is proposed.

Highlights

• After years of emphasizing the generalist librarian, health sciences librarians must become more specialized, paralleling the health care environment in which they work.
• An embedded informationist is more likely to achieve credibility, acceptance, and sustainability than an impersonal information service provided at a distance.
• Subject expertise is essential for the informationist.
• Model informationist programs with the greatest stability are library funded.
• Because informationist programs are inherently targeted to small groups, multisite studies are necessary to achieve robust evaluation.

Implications

• A library starting an informationist program should review existing models, identify local needs, set program objectives, and then select the most appropriate approaches for its users.
• Programmatic emphasis should be placed on both technical and service excellence.
• Organizational commitment is needed for knowledge integration into practice and for the informationists'' lifelong learning.

  相似文献   

Gendered positionality among Irish male primary teachers: the staff room as a site of performative masculinity     

Suzanne O'Keeffe  Jim Deegan 《Irish Educational Studies》2018,37(3):373-389

The concept of masculinities has traditionally been defined in terms of crises associated with boys’ underachievement, the violence of homophobia, the under-representation of males in caring occupations, the rituals and discourses of laddism, and perceptions of disaffected and unrealised talent. Whereas the topic of masculinities has long been associated with warrants for distinctive and diverse male identities, it has a comparatively more recent history in the research on male Irish primary teachers as a particular social category. Two key findings are discussed in relation to performative masculinities – a form of strategic manoeuvring designed to exploit gender discourses, practices for control, power and privilege. First, the findings show the staffroom as a bellwether or highly developed locus for teacher socialisation through gendered discourses, events and actions. Second, the findings show nonsynchronous performative masculinities not only between male and female teachers but also with male colleagues. Therefore, it is argued that this frequently forgotten and neglected seam in the grand narrative of schools and schooling in Ireland needs to be more fully understood as a variable of quality, social justice and democratic practices across the full scope and sequence of the teacher continuum and as a prerequisite component in all teacher leadership programmes.  相似文献   

Two by two     

Suzanne Burgoyne Dieckman 《Early Childhood Education Journal》1991,18(4):44-45

  相似文献   

Knowledge into action – supporting the implementation of evidence into practice in Scotland          下载免费PDF全文

Sandra Davies  Paul Herbert  Ann Wales  Karen Ritchie  Suzanne Wilson  Laura Dobie  Annette Thain 《Health information and libraries journal》2017,34(1):74-85

  相似文献   

Evidence‐based design for discoverability: A case study          下载免费PDF全文

Andrea Fallas  Suzanne Tatham 《Learned Publishing》2017,30(1):55-64

Key points

• Lean methods can give rich insights: Even a few, short sessions with a handful of users can generate useful inputs for a user‐centric design process.
• Design for beginners: An interface that supports novices will also support experts.
• Keep it simple: Focus on functionality that supports core search and discovery tasks.
• Popular or high‐value features should have prime position and rarely used or low‐value features should be hidden or removed.
• Visual cues are important for usability, as is balancing the visual space.

  相似文献