The JEAH and the millennium     

Janet Coles 《Journal of educational administration and history》2008,40(1):49-53

  相似文献   

Enhancing curriculum and delivery: linking assessment to learning objectives     

Kathryn L. Combs  Sharon K. Gibson  Jane Saly  John T. Wendt 《Assessment & Evaluation in Higher Education》2008,33(1):87-102

Typical university‐wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course‐specific learning objectives both pre‐ and post‐course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives.  相似文献   

Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times   总被引：1，自引：0，他引：1  

Kathryn M. Hibbert  Rachel M. HeydonSharon J. Rich 《Teaching and Teacher Education》2008

This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy.  相似文献   

Using teacher stories to reveal quality educational practice: An Eastern Cape experience     

Kathryn Paige  Mike Chartres  Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.  相似文献   

Hereditary factors in language acquisition     

Kathryn Norcross Black Ph.D. 《Annals of dyslexia》1980,30(1):134-140

  相似文献   

Rethinking healthy families: a continuous responsibility     

Oshana D  Harding K  Friedman L  Holton JK 《Child abuse & neglect》2005,29(3):219-28; author reply 241-9

  相似文献   

The corporatizing and privatizing of schooling: A call for grounded critical praxis     

Kathryn Bell McKenzie  James Joseph Scheurich 《Educational theory》2004,54(4):431-444

Our review of Henry Giroux's Stealing Innocence , Alex Molnar's Giving Kids the Business , and Kenneth Saltman's Collateral Damage describes how these authors assess the problems posed by contemporary corporate influences on public schools and considers the solutions they offer to counter those influences. We also examine Henry Levin's edited collection Privatizing Education , in which various authors address research on privatization in schooling. In our analysis of this book, we highlight the underlying themes of the wide-ranging chapters. Next, we critique all four books, focusing primarily on the books by Giroux, Molnar, and Saltman. We suggest that these three authors provide a somewhat totalized and ahistorical portrait of contemporary corporate influences on schooling and offer a solution that depends on teachers acting as democratic revolutionaries, though there is no realistic possibility that teachers today would take on this role. In contrast, we call for a critical theory and practice that is grounded both in a more complex understanding of the current historical context and also in a dialogical engagement with students, teachers, parents, and other community members.  相似文献   

The Challenges of Change in the Fiji Junior Secondary Science Curriculum     

Brian Coles 《Asia-Pacific Journal of Teacher Education》1978,6(2):124-129

  相似文献   

一项父母--子女活动的跨文化研究     

赖淑玲  张台生  叶仁敏  Kathryn Sanchez 《外国中小学教育》2005,(7):18-20,34

近些年来，对学生课后活动家长的参与，及这类活动与学生在校学习的关系的研究吸引了众多教育研究者和学校、社会工作者的关注与兴趣(科克，2000)。摩鄂(2000)专题讨论了学生课外阅读中家长的介入，以及与学业成绩的关系。撒舍德等人(1997)分析了父母对学生在音乐、艺术、乐器演奏和欣赏，及对他们在学校的行为的影响。  相似文献   

Special and mainstream school collaboration for the promotion of inclusion     

Richard Rose  Caroline Coles 《Journal of Research in Special Educational Needs》2002,2(2)

The Green Paper Excellence for All Children ( DfEE, 1997 ) set out an agenda for the future of special needs provision which was further endorsed by Meeting Special Educational Needs: A Programme for Action ( DfEE, 1998 ). Amongst the recommendations made within these documents was a reappraisal of the role of special schools to support increased opportunities for inclusion. This paper reports on research conducted in one English local education authority (LEA) to examine an approach to develop greater links between a special school and a number of mainstream schools, with the intention of enabling pupils with complex needs to be supported in mainstream classrooms. The research focused upon the procedures which had been developed to support pupils through a period of transition from segregated to mainstream education, and considered those conditions which had been created in order that inclusion might succeed.  相似文献