Archetypal narratives in career counselling: a chaos theory application     

Robert G. L. Pryor  Jim E. H. Bright 《International Journal for Educational and Vocational Guidance》2008,8(2):71-82

This paper seeks to extend previous work on narrative career counselling by considering the role of plot within clients’ narratives. Seven archetypal narratives derived from the work of Booker (2004) are introduced that represent systems of meaning to provide insight into how individuals interpret their experience. These plots can be understood within the Chaos Theory of Careers (CTC) in terms of the attractors contained within the client narratives. Identifying the plots provides new insights into the nature of career development difficulties and how client stories may be reformulated.  相似文献   

Educational research,the education profession and public policy     

Jim Walker 《The Australian Educational Researcher》1992,19(1):19-28

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Healthcare career intervention with youth in a predominantly Latinx rural community: a pilot study of a creative approach     

Garrison  Yunkyoung  Ali  Saba Rasheed  Lin  Ching-Lan Rosaline  Kim  Ji Youn Cindy  Heshmati  Sara 《International Journal for Educational and Vocational Guidance》2021,21(3):589-606

International Journal for Educational and Vocational Guidance - The present study discusses a pilot intervention for youth in a predominantly Latinx rural community in the U.S. The intervention...  相似文献   

Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs     

Susan Yoon  Erminia Pedretti  Larry Pedretti  Jim Hewitt  Kirk Perris  Roland Van Oostveen 《Journal of Science Teacher Education》2006,17(1):15-35

In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers.

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Which future,university or bureaucracy?     

Jim Binder 《Innovative Higher Education》1983,8(1):29-37

This article is critical of major institutions of higher education because they often establish criteria for rewarding professors and organizational processes that have little to do with developing a real university. The author argues for the reconstruction of universities based on values of freedom and responsibility. A model based on such values, a creative university is developed and contrasted with educational bureaucracies. Arguments are given to favor the creative university as our best hope for the future.  相似文献   

Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?     

Jiménez JE  del Rosario Ortiz M  Rodrigo M  Hernández-Valle I  Ramírez G  Estévez A  O'Shanahan I  de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47

This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes.  相似文献   

A Philosophical Critique of Process-Product Research on Teaching   总被引：1，自引：0，他引：1  

James W. Garrison  C. J. B. Macmillan 《Educational theory》1984,34(3):255-274

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Teachers’ Perceptions of Factors Influencing the Curriculum     

Jim Doherty  Margaret Travers 《Educational studies》1984,10(3):195-208

This paper describes a two‐part investigation into how teachers perceive the curriculum. In the primary stage, teachers were asked to assess how much freedom they felt they should have to determine the content of what they taught in their own classrooms, and how much freedom they fell they actually had, in this respect. A sample of 196 teachers, from varied schools and teaching backgrounds, took part. It was found that there was a very definite tendency to take a ‘middle way’ between total freedom and total constraint, in both cases. By and large, these teachers seemed to feel that they should have some freedom to determine what they taught in their own classrooms, but that there should be restraints as well. The general lack of discrepancy between what the teachers wanted, and what they felt they had, seemed to indicate that the great majority of the teachers were happy with the situation as they perceived it.

The same sample of 196 teachers was then asked to assess thirty varied potential influences, in terms of their power to shape the content of what they themselves taught in their own classroom. These potential influences included LEA advisers, parents, school governors, national educational associations etc. A factor analysis of the ratings made by the respondents showed that they regarded EXTERNAL‐PROFESSIONAL influences as the most important of all. This category included such influences as local colleges, and universities, national reports (such as the Warnock Report), professional journals and articles, local teachers’ centres, LEA advisory personnel, H.M. Inspectorate, etc. Four other types of influence were seen as important, but the EXTERNAL‐PROFESSIONAL category was seen as the most important by far. It was concluded that teachers’ perceptions of the influences which they felt shaped their curricula were positive and optimistic.  相似文献   

Primary pupils' and teachers' use of computers at home and school     

Colette Murphy  Jim Beggs 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(1):79-83

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VOICES OF DISAFFECTED PUPILS: IMPLICATIONS FOR POLICY AND PRACTICE   总被引：3，自引：0，他引：3  

Kathryn Riley  Jim Docking 《British Journal of Educational Studies》2004,52(2):166-179

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