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Stella Duncan 《Education 3-13》2013,41(1):30-33
The Action on Principled Pedagogy and Learning Evaluation (APPLE) project is a cross cultural study of teaching in primary/elementary schools in England and North Carolina. The study is focused on variance in teaching, how teaching differs from the best, or most effective, that it might be, and on the relationship between professional knowledge for teaching and teachers' roles and actions. The major products of this study were: (a) a set of 16 dimensions of teaching and a model for analysis of the degree to which each dimension is an asset or barrier to learning in any given instruction and (b) a new typology of teaching, based on variance from the best that could be rather than in comparison to others. In this article we describe, briefly, the APPLE project, present the dimensions and the new typology and discuss their implications for the professionalisation of teaching. In particular, the finding that even amongst the best teachers, the ability to articulate practice in a clear, technical language is rare, is, it is argued, a major barrier to the definition of teaching as a professional activity. 相似文献
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Political pressure to reduce the number of higher education institutions in Wales has been sustained for over a decade by three successive ministers for education, two of whom, Jane Davidson and the current incumbent, Leighton Andrews, have left the Welsh sector in no doubt about the strength of their personal commitment to the policy of reconfiguration and collaboration. In this paper, an attempt is made to understand and explain how this policy was experienced by some of the people most closely affected by the recent merger between the Royal Welsh College of Music and Drama and the University of Glamorgan in South East Wales. Some of the lessons learned in this particular context are elucidated in the hope that they might be of assistance to both policy‐makers and members of higher education institutions elsewhere that are contemplating merger. 相似文献
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Wm.S. Aldrich 《Journal of The Franklin Institute》1892,133(3):214-234
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Tran D. Keys AnneMarie M. ConleyGreg J. Duncan Thurston Domina 《Contemporary educational psychology》2012
This study examines the association between personal goal orientations and mathematics achievement within the trichotomous goal framework. Participants comprised approximately 2000 seventh and eighth grade White, Hispanic, and Vietnamese students in a low-income urban school district in California. Regression analysis with classroom fixed effects minimized biases arising from non-random assignment of teachers and students to schools and classrooms. While all three achievement goal orientations were correlated with mathematics achievement, only a mastery goal orientation consistently predicted achievement when a full set of prior achievement and demographic controls were included. Performance-approach and performance-avoidance goal orientations did not predict achievement in the full model. 相似文献