ATTITUDES TOWARD ADMINISTRATION OF MALE NEGRO TEACHERS IN BUFFALO     

Allan Freedman  Burton Ramer 《Equity & Excellence in Education》2013,46(5):52-58

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Earth resistance and its relation to the electrolysis of underground structures     

Burton McCollum  K.H. Logan 《Journal of The Franklin Institute》1915,180(5):614-615

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The role of facilitators in Virginia's electronic classroom project     

D. Michael Moore  John K. Burton  Norman R. Dodl 《The American journal of distance education》2013,27(3):29-39

Abstract

Although distance education is experiencing rapid growth in the United States, there is little research that measures the beliefs of certified public accountants (CPAs) toward the use of distance education in obtaining continuing professional education (CPE). This study examined the beliefs of CPAs in the state of Georgia concerning the effectiveness of distance education in providing CPE. The basic findings indicate that CPAs in the state of Georgia believe distance education to be an effective mode of learning. In addition, they indicate that the technological capabilities necessary to participate in distance education are available to them. However, with the exception of print‐based distance education, the percent of professional learning received via distance education is minimal. The results of this study may provide information beneficial to program planners of CPE.  相似文献   

The evolution of Education Studies in higher education in England     

Diana Burton  Steve Bartlett 《Curriculum Journal》2013,24(4):383-396

In this article we examine the recent development of Education Studies as an undergraduate subject of study in England. The evolution of Education Studies is inextricably linked to the political context which it exists to critique. Changes within teacher education have spawned education studies in a number of guises. It is only latterly that policy changes have created the conditions for Education Studies to thrive as a subject in its own right. The genesis of the subject is traced through a brief historical analysis and its current various manifestations are outlined. The nature of Education Studies is discussed. Fundamentally, the authors contend that Education Studies provides a set of analytical discourses that facilitate critique of shifting knowledge bases, policy contexts and socio-economic developments as they impact upon education.  相似文献   

The Violin Maker     

Grace Oakes Burton 《The Educational forum》2013,77(4)

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‘I know it’s not proper research,but…’: how professionals’ understandings of research can frustrate its potential for CPD     

Stephen Clayton  Diana Burton  Anne Campbell  Anne Qualter  Tünde Varga‐Atkins 《Educational Action Research》2013,21(1):73-84

This article draws upon the work of two researchers who facilitated practitioner research with school professionals in Liverpool. The researchers themselves had not been involved in practitioner research before. In this account, the researchers reflect critically upon their own experience. The discussion presents the learning curve that the researchers underwent as well as what they discovered about the relationship between practitioners and researchers when engaged in school‐based research. Crucially the issue of practitioners’ understandings of what constituted ‘good’ research emerged as a significant issue. In particular, positivist notions of research that drew from popular scientific understandings, as well as the culture of numerical targeting in the schools system, seemed to shape these practitioners’ sense of what was expected of them as practitioner‐researchers. The article finishes by reflecting upon the possible lessons that this work presents for education managers considering practitioner research approaches for continuing professional development (CPD).  相似文献   

The inclusion of students with BESD in mainstream schools: teachers' experiences of and recommendations for creating a successful inclusive environment     

R.L. Goodman  D.M. Burton 《Emotional and Behavioural Difficulties》2013,18(3):223-237

Since the election of the Labour government in 1997, England has seen policy changes leading to increased rights for students with special educational needs (SEN), including those with behavioural, emotional and social difficulties (BESD), to be educated in mainstream schools. The present paper reports on the findings of a small-scale study conducted with a sample of mainstream secondary school teachers across the UK. Semi-structured interviews were used to investigate their experiences and approaches to including students with BESD in mainstream education. Teachers spoke of the challenges to effective inclusion centring on lack of resources and level of expertise. Despite identifying a variety of strategies for working with students with BESD, the issues raised by teachers bear striking resemblance to those acknowledged in policy over 20 years ago suggesting that regardless of Labour's changes, longstanding obstacles to inclusion have yet to be addressed.  相似文献   

On the Death of Robert Frost     

Grace Oakes Burton 《The Educational forum》2013,77(1)

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Second Life in education: A review of publications from its launch to 2011     

Feihong Wang  John K. Burton 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):357-371

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A Legend     

Grace Oakes Burton 《The Educational forum》2013,77(3)

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