TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education     

Indika Liyanage  Tony Walker  Parlo Singh 《Asia Pacific Journal of Education》2015,35(4):485-497

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the “Asian century”, and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs.  相似文献   

‘Will press lever for food’: behavioural conditioning of students through frequent high-stakes assessment     

Rob Wass  Tony Harland  Angela McLean  Ellen Miller  Kwong Nui Sim 《高等教育研究与发展》2015,34(6):1324-1326

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The role of the entry-and-stretch phase at the different paces of race in front crawl swimming     

Mathias Samson  Tony Monnet  Anthony Bernard  Patrick Lacouture  Laurent David 《Journal of sports sciences》2015,33(15):1535-1543

The aim of this study was to determine the role played by the entry-and-stretch phase in the coordination of swimming, at the different paces of race. Three national level swimmers (two men and one woman) were recorded, in lateral and bottom views, in three swimming paces: sprint (50 m and 100 m), middle-distance (200 m and 400 m) and long-distance (800 m and 1500 m). Anatomical landmark positions were obtained by manual digitalisation of the videos. Computational fluid dynamics and experimental studies (with a strain gauge balance and particle image velocimetry method) were used to measure and to calculate the external forces applied to the hand and to the forearm and to visualise the flow around the profile. Entry-and-stretch is the phase which varies the most according to the swimming pace. This phase can be decomposed into two sub-phases: one, the extension forward coordinated with the insweep of the opposite arm, and another one, the rotation downward coordinated with the upsweep. Results show that, at the three paces, this phase is not propulsive and could contribute essentially to maintain the horizontal balance of the body.  相似文献   

Putting back the ‘E’ in ‘EBD’     

Tony Bowers 《Emotional and Behavioural Difficulties》2013,18(1):8-13

This paper argues that recent developments in the curriculum and in administrative structures for pupils with special educational needs have fended to marginalise the term ‘emotional’ or to combine it loosely with ‘behavioural’. It looks at the influence of forty years of behavioural psychology on the UK Code of Practice for children with SEN and related government circulars and suggests an alternative model for conceptualising emotional difficulties. This is not only current with mainstream psychology but can be fraced back to pre-Christian thinking. If the term ‘emotional’ is to be used in statements and IEPs in the future, the paper suggests, then appropriate ways of defining, assessing and providing for these will have to be found.  相似文献   

‘Reading’ the nursery classroom: A Foucauldian perspective     

Liz Jones  Tony Brown 《International journal of qualitative studies in education》2013,26(6):713-725

This paper examines ways in which styles of language usage mediate attempts at describing classroom practice. The authors' particular focus centres on discursive power and they seek to illustrate some of the effects and consequences of applying certain Foucauldian concepts and analytical procedures within depictions of interactions between children and with the teacher in a nursery classroom. The paper begins by introducing an example of children's play. To this are applied analyses which stem from readings of Foucault. In so doing, it is shown how power both permeates and defines subjective positionings and where, as a consequence, individuals experience themselves as both powerful and powerless. A second example is offered in which a teacher talks to a child. The authors' analyses of this can, they believe, be perceived as a reflexive act, where the teacher's own beliefs, including her feminism, are critiqued and redefined.  相似文献   

Senior Leader Cognitive Development Through Distance Education     

Susan R. Myers 《The American journal of distance education》2013,27(2):110-122

Abstract

Senior executives who completed the two-year distance education program of the United States Army War College showed significant development of their strategic-level cognitive skills. The Modified Career Path Appreciation (MCPA) survey was administered to seventy participants at the beginning of their graduate program in strategic studies and at the completion of the program. These senior officer leaders showed a significant increase in their appreciation for strategic-level thinking as measured by the MCPA survey, focus group, and individual interviews. Focus group and individual interviews showed that senior officer leaders increase their ability to synthesize information by using online information networks, threaded discussions, and the application of course material to their current leadership experiences.  相似文献   

Ellen Hazelkorn,rankings and the reshaping of higher education: the battle for world-class excellence,Palgrave Macmillan, 2011     

Tony Sheil 《Higher Education》2012,63(3):397-399

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School culture and curriculum change: The case of the leaving certificate applied (LCA)     

Jim Gleeson  Aidan Clifford  Tony Collison  Sheila O'Driscoll  Marie Rooney  Anne Tuohy 《Irish Educational Studies》2013,32(3):21-44

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Are our schools becoming Fox‐bound? A Discussion of the Application of the Residues Theory of Vilfredo Pareto to the Sociology of the School     

Tony Barnes 《International Journal of Research & Method in Education》2013,36(1):97-103

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Engaging with history after Macpherson     

Ian Grosvenor  Kevin Myers 《Curriculum Journal》2013,24(3):275-289

The Race Relations Amendment Act (2000) identifies a key role for education, and more specifically history, in promoting ‘race equality’ in Britain. In this article Ian Grosvenor and Kevin Myers consider the extent of young people's current engagement with the history of ‘diversity, change and immigration’ which underpins the commitment to ‘race equality’. Finding that in many of Britain's schools and universities a singular and exclusionary version of history continues to dominate the curriculum, they go on to consider the reasons for the neglect of multiculturalism. The authors identify the development of an aggressive national identity that depends on the past for its legitimacy and argue that this sense of the past is an important obstacle to future progress.  相似文献