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Kay Livingston 《欧洲师范教育杂志》2018,41(4):415-417
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William K. Kay 《British Journal of Religious Education》2005,27(1):41-52
This paper considers issues in religious education that ought to be addressed by the recent non‐statutory framework for England. It outlines problematic features of the current situation and paints a generally welcoming picture of the educational opportunities afforded by this new initiative. 相似文献
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Kay Chadwick 《Media History》2015,21(4):426-442
This article focuses on representations of Britain to occupied France by the BBC French Service via its flagship programme Les Français parlent aux Français [The French speak to the French]. It first examines the establishment of the service and the formulation of a British propaganda strategy on occupied France. It then explores the service's efforts to foster French belief in Britain as France's friend and ally, and to rationalise key issues and incidents which challenged that narrative. Simultaneously, it positions French Service endeavours alongside the propaganda delivered on French national radio, known as Radio Vichy, in order to explore the exchanges about Britain between French propagandists who spoke on behalf of different Frances. In so doing, the article provides a close reading of the original French Service broadcasts which covers a larger corpus of material than has hitherto been documented in published collections, and which extends existing knowledge on the topic. 相似文献
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Suzanne Brownhill Kay Wilhelm Alan Watson 《Asia-Pacific Journal of Teacher Education》2006,34(1):5-26
Teachers recruited to a cohort study in 1978 were interviewed to elicit their views on issues surrounding the education system and teaching profession. Qualitative data were derived from a semi‐structured interview and quantitative data included a self‐report measure of temperament and character. The findings highlight a “mismatch” between the characteristics or attributes of teachers and the shifting role of teachers to accommodate administrative and “social work” duties for which they have not been trained. This shift, in turn, takes them away from their core business of teaching. Furthermore, a common attribute of cooperativeness in this teaching cohort is more aligned with the teaching role which may explain teachers' frustration in having to accommodate an independent working style of administrator. Greater use of administrative support staff and counseling services to free teachers to do what they have been trained is more likely to reduce levels of work dissatisfaction. Mentoring of new graduates is more likely to buffer the stress as they make the transition from a learning to a teaching environment. A mentoring matrix is offered which features a bi‐directional exchange of “tried and true ideas” of experienced teachers and “new ideas” of new graduates. 相似文献