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41.
Alison Edgley Theodore Stickley Stephen Timmons Andy Meal 《Journal of Further & Higher Education》2016,40(3):316-330
This article defines the ‘critical realist review’, a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this approach, underpinned by a critical realist philosophy and methodology, will facilitate students and researchers to employ relevant theoretical insights from a range of disciplines that have necessary contributions to make to our understanding of health and social care practice and provision. We explore the limitations of randomised controlled trials (RCTs) and the systematic review for informing evidence-based health and social care. The article also offers some suggestions on method, although, as we argue, the approach deliberately eschews a ‘cookbook’ approach. A glossary of terms is provided in the Appendix. 相似文献
42.
Joseph Murphy Christine M. Neumerski Ellen Goldring Jason Grissom Andy Porter 《Cambridge Journal of Education》2016,46(4):455-471
Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward. 相似文献
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This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully. 相似文献
46.
Principles of quality management (which focus on defect prevention rather than defect correction) are applied to course design. These principles mandate that 1) the mission of the course be clearly stated and reviewed in context of the total program of study, 2) the objectives for the course or program of study be clearly defined and known to the students, 3) there be numerous intermediate steps leading to the objectives, 4) students be given immediate feedback about their performance on each step, and 5) corrective action be initiated immediately when a student fails to achieve an intermediate step. These principles apply to both individual courses and to an entire course of study. The authors found that a course incorporating these principles led to an increase in student performance and long-term retention of information.Andy C. Reese, is an associate professor of immunology in the department of Cell Biology and Anatomy at the Medical College of Georgia, and he is the current president of the Georgia Academy of Science. He has a Ph.D. in Biochemistry from the University of Missouri-Columbia, and an M.B.A. from Augusta College. His work focuses upon the development of computer assisted instructional modules and control of immune responses in neonates. Mary F. Mobley is a professor of marketing in the department of Management, Marketing, and Management Information Systems at Augusta College. She has a Ph.D. in marketing from the University of South Carolina-Columbia and a M.Ed. from Augusta College. Her research interests include quality management in education, strategic planning, and market research. 相似文献
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Sonya Hartnett's Thursday's Child was published in Australia by Penguin Books in 2000. Editions are available in the UK (Walker Books, 2002), the USA (Candlewick, 2002), as well as in Canada, Germany, Italy, Norway, and Denmark. In 2002, the book was awarded the Guardian's Children's Fiction Prize in the UK. Like Harper, the narrator of the novel, Sonya Hartnett began to write early—her first book, Trouble All the Way, was written when she was 13 and published 2 years later. It seems that adults read Thursday's Child and talk about it without any reference to young readers; we see it as one of those books you read and immediately look for someone to discuss it with. And then go back to the book to reread. It's one of those novels that, like many poems, offers multiple readings and the reader may be content to accept several of them. The UK editors of this journal wanted to bring this intriguing novel to the notice of readers who may not yet have discovered it, and, we felt sure, those who already knew the book would welcome two close readings to set alongside their own. We invited Judith Armstrong to begin the discussion. Then David Rudd, with the benefit of Judith's insights, adds his exploration of the novel. Between the two essays, we have included some comments, extracted from a taped conversation, of two 14-year-old readers. This article comprises two sustained responses to Sonya Hartnett's award-winning novel, Thursday's Child. Both essays explore multiple readings of a complex and intriguing text. Set in the Great Depression in Australia, the novel is seen as at once realistic, mythic, and even fantastic. Judith Armstrong considers Tin, the subject of the title, as a feral child and examines his influence on the other members of his family. As he tunnels through the earth, so does the narrator Harper (Tin's older sister) “dig” with her pen. Their excavations leave both children forever marked by the bleak and sometimes violent events recorded in the book. David Rudd continues the discussion, finding Freud's exploration of “the uncanny” and J. M. Barrie's character, Peter Pan, illuminating in his reading of the novel. He also asks how far Harper can be trusted as narrator: can we even be certain that her brother survived a mudslide that occurred early in the story? 相似文献
48.
Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149
49.
The governance of sustainable socio-technical transitions 总被引:8,自引:2,他引:8
A quasi-evolutionary model of socio-technical transitions is described in which regimes face selection pressures continuously. Differentiated transition contexts determine the form and direction of regime change in response to these pressures. The articulation of pressures, and the degree to which responses are coordinated and based on resources available within the regime, define the transition context. Four alternative contexts are described: endogenous renewal; re-orientation of trajectories; emergent transformation and purposive transitions. Agency and power in the governance of regime transformation are analysed. Power to affect change depends on regime membership, the distribution of resources for change and expectations. 相似文献
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