The epistemic role of novel metaphors in teachers’ knowledge constructions of school reform     

Cheryl J. Craig 《Teachers and Teaching》2013,19(2):195-208

In this article, a parallel is drawn between Steven Hawking’s use of common and novel metaphors in his evolving explanation of the theory of the universe and the similar use of common and novel metaphors by educators in four school contexts attempting to illuminate their experiences of school reform storied and restoried over time. The epistemic role of novel metaphors is unpacked through examining the plotlines of the metaphors, the morals of the metaphors, the freedom of the metaphors and the teacher knowledge implications resident in the live metaphorical utterances. Through the use of self‐selected novel metaphors, both Hawking and the educators merged propositional and non‐propositional knowledge that was bound up in persons—and communicated across people—in deceptively simple, though infinitely complex, ways.  相似文献   

Coming full circle: from teacher reflection to classroom action and places in‐between     

Cheryl Craig 《Teachers and Teaching》2013,19(4):423-435

The article shows the experience of professional development over the course of a decade of one teacher’s career nested against the backdrop of one reforming middle‐school context in the USA. Through the use of four fine‐grained narrative exemplars, the campus professional development trajectory is examined from the vantage point of Daryl Wilson, an eighth‐grade literacy teacher who participated in the research study for 10 years. By using narrative inquiry as both a method and a form to feature Daryl’s and some of his colleagues’ experiences of teacher learning within the context of school reform, the strengths and challenges of the various iterations of professional development are discussed. In the final analysis, the narrative exemplars show Daryl Wilson’s meaning‐making as he moves from an isolated form of teacher reflection to full‐blown classroom action where his students’ learning and his colleagues’ professional development are also implicated. However, before coming full circle, Daryl experiences some less‐than‐satisfying teacher learning situations in‐between.  相似文献   

Changing places     

Clark Brundin 《Perspectives: Policy and Practice in Higher Education》2013,17(2):54-55

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Coherent Curriculum through Staff Development     

Tom Clark Deputy Headteacher 《School Leadership & Management》2013,33(3):235-242

The purpose of this paper is to show that the structure of a formal organization has implications for staffing, communicating and performing in order to achieve organizational goals. Drawing specific instances from the case of the Bendel State Board of Education Headquarters as at June, 1980, it was evident that for a proper staff positioning, communicating and performing in an organization, managers have to (a) constantly review the structure of their organizations (b) define precisely the various functions (c) use as a guide the organizational structure in staff positioning (d) define clear lines of authority in the organization and (e) recognize damaging structural situations and prevent them.  相似文献   

Monitoring Client Satisfaction in Schools — a marketing activity     

Craig Thomson 《School Leadership & Management》2013,33(2):187-198

The purpose of this article is to question what appear to be becoming the new orthodoxies of primary education. These orthodoxies, I have suggested, are: ‘fitness for purpose'; ‘that there is a need for planning to start from the requirements of the subject Orders'; and ‘differentiation’. In order to raise questions about these new orthodoxies I draw upon the data gathered from two parallel case studies which considered the implementation of the National Curriculum. In addition I have used some of the relevant literature related to change process. The article concludes with a rather different agenda for fruitful change.  相似文献   

Ability Grouping in English Secondary Schools: Effects on Attainment in English,Mathematics and Science   总被引：1，自引：0，他引：1  

Judith Ireson  Susan Hallam  Sarah Hack  Helen Clark  Ian Plewis 《Educational Research and Evaluation》2013,19(3):299-318

The impact of ability grouping on attainment is examined in a cohort of year-9 pupils in 45 mixed secondary comprehensive schools, representing a variety of grouping practices. Analyses using multilevel models reveal an effect of the extent of setting experienced by pupils on progress in mathematics, but not in English or science. In mathematics, pupils attaining higher levels at the end of year 6 make more progress in sets, whereas pupils attaining lower levels make more progress in mixed ability classes. Placement in a high, middle or low set also has a significant effect on mathematics attainment. Possible explanations are discussed and educational implications considered.  相似文献   

HIV/AIDS information needs of sexually transmitted infection clinic patients: content analysis of questions asked during prevention counseling     

Seth C. Kalichman  Demetria Cain  Joanna Knecht  Justin Hill 《Sex education》2013,13(1):11-23

Basic factual information about disease is the cornerstone of health promotion and disease prevention interventions. Previous studies have shown that content analysis of the questions asked of service providers can elucidate the information needs of service consumers. Questions asked by individuals at known high risk for HIV infection have not previously been examined. The current study analyzed 944 questions asked by 634 patients receiving HIV‐risk‐reduction counseling services at an urban sexually transmitted infections clinic. Questions were captured from audiotape recordings of risk‐reduction counseling sessions that were subsequently transcribed and content‐analyzed. A total of 49% of clients asked at least one question in their counseling session. Asking counselors questions was not associated with demographic characteristics or AIDS‐related knowledge. Questions were found to fit the AIDS information content structure identified in past research. The most common questions asked by sexually transmitted infection clients concerned condoms and other barrier methods of prevention (15%), HIV symptoms and disease progression (14%) and HIV antibody testing (11%). These results show that many individuals at high risk for HIV infection have substantial information needs, and that basic education about AIDS facts should not be neglected in HIV prevention interventions.  相似文献   

Overshadowing of geometric cues by a beacon in a spatial navigation task     

Edward S. Redhead  Derek A. Hamilton  Matthew O. Parker  Wai Chan  Craig Allison 《Learning & behavior》2013,41(2):179-191

In three experiments, we examined whether overshadowing of geometric cues by a discrete landmark (beacon) is due to the relative saliences of the cues. Using a virtual water maze task, human participants were required to locate a platform marked by a beacon in a distinctively shaped pool. In Experiment 1, the beacon overshadowed geometric cues in a trapezium, but not in an isosceles triangle. The longer escape latencies during acquisition in the trapezium control group with no beacon suggest that the geometric cues in the trapezium were less salient than those in the triangle. In Experiment 2, we evaluated whether generalization decrement, caused by the removal of the beacon at test, could account for overshadowing. An additional beacon was placed in an alternative corner. For the control groups, the beacons were identical; for the overshadow groups, they were visually unique. Overshadowing was again found in the trapezium. In Experiment 3, we tested whether the absence of overshadowing in the triangle was due to the geometric cues being more salient than the beacon. Following training, the beacon was relocated to a different corner. Participants approached the beacon rather than the trained platform corner, suggesting that the beacon was more salient. These results suggest that associative processes do not fully explain cue competition in the spatial domain.  相似文献   

Demonstrating Library Value at Network Scale: Leveraging the Semantic Web With New Knowledge Work     

Kenning Arlitsch  Patrick Obrien  Jason A. Clark  Scott W. H. Young  Doralyn Rossmann 《图书馆管理杂志》2013,53(5):413-425

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Reported Argumentativeness and Verbal Aggressiveness Levels: The Influence of Type of Argument     

Amy Janan Johnson  Jennifer A. H. Becker  Shelley Wigley  Michel M. Haigh  Elizabeth A. Craig 《Communication Studies》2013,64(2):189-205

Arguments in interpersonal relationships can be divided into two types: public issue arguments and personal issue arguments. This study examines the ability of type of argument, trait argumentativeness and verbal aggressiveness, and gender to predict reported argumentativeness and verbal aggressiveness levels related to a particular argument episode. Reported argumentativeness levels were higher in the public argument condition, and reported verbal aggressiveness levels were higher in the personal argument condition. Trait argumentativeness predicted reported argumentativeness levels better in the public argument condition than the personal argument condition, suggesting that type of argument may serve as a moderator for the relationship between trait argumentativeness levels and argument-specific argumentativeness levels. Implications for using these two scales to examine interpersonal argument are discussed.  相似文献