Values education as holistic development for all sectors: researching for effective pedagogy     

Terence Lovat  Neville Clement  Kerry Dally  Ronald Toomey 《牛津教育评论》2013,39(6):713-729

The paper argues that values education has moved from being associated most heavily with the religious agenda of faith schools to being central to updated research insights into effective pedagogy. As such, it represents a vital approach to education in any school setting. The paper draws on an array of values education research and practice in making the case but centres especially on findings from a number of recent publicly funded projects in Australia with which the authors have been associated. Of special importance is evidence from the Values Education Good Practice Schools Project and the Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience that provide both anecdotal and empirical evidence that high quality values education contributes to holistic educational development, including academic advancement, of students across all school sectors.  相似文献   

Peace education in a divided society: Creating a culture of peace in northern ireland     

Terence Duffy 《Prospects》2000,30(1):15-29

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Towards Autonomous Learning: evaluating the integrated research component in teacher education     

Terence J. Lovat  Ronald C. Plotnikoff 《Asia-Pacific Journal of Teacher Education》1992,20(1):49-54

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THE EDUCATIVE IMPORTANCE OF ETHOS   总被引：6，自引：0，他引：6  

Terence  McLaughlin    《British Journal of Educational Studies》2005,53(3):306-325

ABSTRACT:  This article explores the educative importance of ethos from a broadly philosophical perspective. It is argued that, for a range of reasons, the notion of ethos in the context of education needs to be brought into clearer focus. An analysis is offered of the concept of ethos, with particular reference to the context of classrooms and schools. The educative importance of ethos is explored, with reference to a range of difficulties and challenges which it presents.  相似文献   

The Monty Hall Three Doors Problem     

Borek D. Puza  David G. W. Pitt  Terence J. O'Neill 《Teaching Statistics》2005,27(1):11-15

In this article, we study the Monty Hall three doors problem. A fully general solution and several new approaches are presented, including a Bayesian analysis.  相似文献   

Policy Implementation Difficulties and Special Education     

Terence Clayton 《Cambridge Journal of Education》1994,24(2):315-324

By considering, in one LEA, a particular area of policy implementation, namely the allocation of welfare assistance to named children with special needs in mainstream primary schools, the author questions whether LEA administrators do actually control events and determine what happens during the implementation process. This paper examines the different expectations of administrators and headteachers with regard to the role and specific duties of welfare assistants and also traces the historical development of the welfare assistant service in the target LEA. Evidence from these two sources points to wide ranging and adverse effects of a reactive administration and indicates that far from initiating and controlling events, LEA administrators struggle to keep up with developments in schools.  相似文献   

Battling pain     

Terence F. Little 《Metascience》2010,19(1):93-95

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Racial preferences and racial progress: Analyzing nathan glazer’s argument     

Terence J. Pell 《Academic Questions》1998,11(4):81-85

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Special Issue: Values education and holistic learning     

Terence Lovat 《International Journal of Educational Research》2011,50(3):145-146

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Linking theory and practice: teacher research in history and geography classrooms     

Wilfried Admiraal  Maartje Buijs  Wout Claessens  Terence Honing  Jan Karkdijk 《Educational Action Research》2017,25(2):316-331

The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might be a way to link educational academic research and teaching practice aiming at furthering professionalism in teaching, improving teaching practice and extending the knowledge base on teaching and learning. Four experienced secondary school teachers systematically investigated their classes, guided by a supervisor. Their materials as well as formal and informal communication with their supervisor and with each other were analysed. Related to their research projects, these teachers reported significant changes in their understanding of student learning and their teaching. They took different perspectives on teaching, looked at alternative solutions for problems, and reflected more deeply on their own teaching as well as teaching of their colleagues. Although each of them published an article in a peer-reviewed journal, they reported difficulties with extending the knowledge base on teaching and learning. Not only did they rarely share results with their colleagues in school because they were perceived as external researchers, they also struggled with writing journal articles and coping with peer reviews. We discuss the value of situated generalization as one of the implications and discuss how teacher research could lead to a new in-between research practice, linking theory and practice, and researchers and teachers.  相似文献