Availability of accessible publications: designing a methodology to provide reliable estimates for the Right to Read Alliance     

Lockyer S  Creaser C  Davies JE 《Health information and libraries journal》2005,22(4):243-252

OBJECTIVES: To establish reliable estimates of the proportion of books available in formats accessible to visually impaired people; to recommend a practical method of updating the estimates. METHODS: The project had two stages. Stage one estimated the overall availability of all categories of books. The British National Bibliography (BNB) for 1999-2003 was chosen as the sampling frame. A sample of 2069 titles over the 5 years was selected using a systematic sample design. These titles were then checked for availability against the catalogues of four major producer/suppliers of materials in accessible formats. The second stage involved checking the availability of books in six genres; about 400 titles for each genre were examined. RESULTS: Of the titles selected for the overall estimate, 92 (4.4%) were found to be available in one or more accessible formats. Availability of titles in accessible formats varied greatly between categories. Adult fiction had the highest number of available publications (26.3%), least represented were cookery (1.9%) and gardening (1.8%). CONCLUSIONS: This study provided baseline figures and a methodology for the Right to Read Alliance to monitor their progress in campaigning for more books to be accessible to visually impaired people.  相似文献   

A B.Ed. degree for primary school teachers?     

Harry Davies 《Higher Education Quarterly》1965,20(1):41-42

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Informatik-Patente     

Alex Kesselman  Kirill Kogan  Michael Segal 《Informatik - Forschung und Entwicklung》2006,23(3):238-240

Informatik-Patente

Informatik-Patente  相似文献   

Reading the Local and Global: Teaching Literature in Secondary Schools in Australia     

Larissa McLean Davies  Brenton Doecke  Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240

Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century?  相似文献   

Demystifying the publication process – a structured writing program to facilitate dissemination of teaching and learning scholarship     

Debbi Weaver  Diane Robbie  Alex Radloff 《International Journal for Academic Development》2013,18(3):212-225

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed.  相似文献   

When ‘becoming a 50% school’ is success enough: a principal–agent analysis of subject leaders’ target setting     

Peter Davies  Gwen Coates  Linda Hammersley-Fletcher  Jean Mangan 《School Leadership & Management》2013,33(5):493-511

Using the perspective of principal–agent theory, we suggest that the target setting process imposed by the government has shifted teachers’ focus away from their personal educational priorities. Our evidence suggests that schools with a higher proportion of students with high academic achievement differ in their practice of target setting from schools with a below average proportion of students achieving high examination grades. We examine possible explanations for variations in teachers’ practice and suggest some implications for policy and school leadership and management.  相似文献   

The Purpose and Functions of Budgets – Some Theoretical Perspectives for Education Managers     

K. B. Davies Senior Lecturer 《School Leadership & Management》2013,33(2):143-148

While educational leadership and management has experienced impressive development over the last three decades the fact that a robust comparative branch of the field has failed to emerge is equally conspicuous. This article builds a case for comparative and international educational leadership and management, arguing that the development of conceptual frameworks and instrumentation are imperative if the field is to keep abreast of globalisation of policy and practice. Accordingly, a conceptual framework is described and justified based on a cultural and cross-cultural approach focusing on the school level as the baseline unit for analysis. Specifically, the proposed framework is architectured around the interrelationship between two levels of culture, societal and organisational, and four elements comprising schooling and school-based management, namely, organisational structures, leadership and management processes, curriculum, and teaching and learning. Finally, limitations and implications of the model are discussed, including the need for the framework to be operationalised by developing appropriate research instruments.  相似文献   

What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school     

Alex J. Bowers 《Educational Research and Evaluation》2013,19(3):141-159

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Incorporating creativity into teachers practice and self-concept of professional identity     

Trevor Davies 《Journal of Educational Change》2013,14(1):51-71

The study explores what happens to teachers practice and professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice.  相似文献   

Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education     

Alana Barton  Karen Corteen  Julie Davies  Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41

Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness.  相似文献