Using myths and legends in school     

Tony Aylwin 《Children‘s Literature in Education》1981,12(2):82-89

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Language Study in Secondary Education —the debate continues     

Tony Burgess 《English in Education》1980,14(2):26-29

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Making Phonics Work: its Role within Literacy Acceleration     

Tony Lingard 《Literacy》1997,31(3):43-49

Few people would challenge the need for children to be systematically taught the phoneme-grapheme correspondences of English as part of their acquisition of literacy – that is, to be taught some phonics. The issue is not whether, but how phonics should be taught. Tony Lingard here makes an excellent case for an approach which stresses analogy and embeds phonics work within a balanced literacy programme.  相似文献   

Hans Hoxter     

Tony Watts 《International journal for the advancement of counseling》2003,25(2-3):119-120

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Secondary Teachers' Interpersonal Behaviour in Singapore,Brunei and Australia: A cross-national comparison     

Perry den Brok  Darrell Fisher  Theo Wubbels  Mieke Brekelmans  Tony Rickards 《Asia Pacific Journal of Education》2006,26(1):79-95

This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries.  相似文献   

Shared Education in contested spaces: How collaborative networks improve communities and schools     

Gavin Duffy  Tony Gallagher 《Journal of Educational Change》2017,18(1):107-134

Societies which suffer from ethnic and political divisions are often characterised by patterns of social and institutional separation, and sometimes these divisions remain even after political conflict has ended. This has occurred in Northern Ireland where there is, and remains, a long-standing pattern of parallel institutions and services for the different communities. A socially significant example lies in the education system where a parallel system of Catholic and Protestant schools has been in place since the establishment of a national school system in the 1830s. During the years of political violence in Northern Ireland a variety of educational interventions were implemented to promote reconciliation, but most of them failed to create any systemic change. This paper describes a post-conflict educational initiative known as Shared Education which aims to promote social cohesion and school improvement by encouraging sustained and regular shared learning between students and broader collaboration between teachers and school leaders from different schools. The paper examines the background to work on Shared Education, describes a ‘sharing continuum’ which emerged as an evaluation and policy tool from this work and considers evidence from a case study of a Shared Education school partnership in a divided city in Northern Ireland. The paper will conclude by highlighting some of the significant social and policy impact of the Shared Education work.  相似文献   

Roles and characteristics of television and some implications for distance learning     

Tony W. Bates 《Distance Education》1982,3(1):28-50

The Open University has a unique partnership with the BBC. The BBC produces television, radio and audio‐cassette material in conjunction with Open University academic and other course design staff. Producers are full members of course teams. The Government, through its grant to the University, pays the full cost of the BBC's services to the University. The BBC has set up a department (BBC/OUP) specifically to provide services to the Open University. In Autumn, 1981, a brand‐new, £5½ million purpose‐built studio complex became operational on the University campus, and is managed by the BBC on the University's behalf. Currently, over 1,500 Open University television programmes are transmitted each year on the BBC's national television networks.

The University funds a small research group to investigate the use of audio‐visual media in the University. The research group carries out studies of programme utilisation across the 140 different courses, to assist with the planning and allocation of production and transmission resources. It also carries out more detailed research into individual programmes and course strategies for using television. More recently, the research group has been paying particular actention to how students learn from television. This paper explores some recent theory, and research developments on the role and character of television, and its impact on learning in distance education.  相似文献   

Training needs of career guidance personnel in Australia and Hong Kong: A comparative study     

Wendy Patton  Tony Burton 《International journal for the advancement of counseling》1996,19(4):361-372

An increasing emphasis on the need for provision of career development programs for all ages has prompted a parallel call for greater provision of training for career personnel. The present study surveyed career personnel in Hong Kong who were undertaking additional training, and Masters level students at an Australian university who were engaged in some careers work in their schools but who were not employed in a formal role as career teacher or counsellor. The survey focused on competencies of careers coordinators. The findings generally high-lighted a need for more training in the area of career development competencies.  相似文献   

School Leadership in West Africa: Findings from a Systematic Literature Review     

Tony Bush  Derek Glover 《Africa Education Review》2016,13(3-4):80-103

The literature shows that leadership is the second most important factor influencing school and learner outcomes, including levels of literacy and numeracy, school leaving examination results, and progression to secondary and higher education. This article focuses on school leadership in West Africa, drawing on a systematic review of the academic and ‘grey’ literature, commissioned by UNESCO. The aim of the desk research was to ascertain the state of school leadership at all levels. The study shows that no West African countries provide specific preparation for school principals. It also shows that the predominant leadership style is managerial, with accountability to the hierarchy, within and beyond the school. The article concludes that specific development programmes should be provided for current and aspiring principals.  相似文献   

Validating a measure of stages of change in career development     

Marie S. Hammond  Tony Michael  Charles Luke 《International Journal for Educational and Vocational Guidance》2017,17(1):39-59

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