A Reply to Walford     

James S. Coleman 《牛津教育评论》2013,39(2):155-159

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Qualitative studies in education at the beginning of the twenty‐first century     

James Joseph Scheurich  M. Carolyn Clark Co‐Editors 《International journal of qualitative studies in education》2013,26(4)

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Effects of Ability Grouping on Student Achievement     

James A Kulikand  Chen‐Lin C. Kulik 《Equity & Excellence in Education》2013,46(1-2):22-30

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Computers and the Curriculum: Teaching from a Critical Perspective     

James T. Sears 《Teaching Education》2013,24(1):96-99

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Analyzing Practice for Improving Schools: The Study of Vignettes     

Panayiotis Angelides  James Leigh  Paul Gibbs 《School Effectiveness & School Improvement》2013,24(3-4):467-485

This article suggests a method for analyzing patterns of school practice for improvement purposes. In particular it describes outcomes of a study that point to some promising possibilities, in terms of encouraging teachers to reflect on their practice, for the purpose of improvement. It argues that by discussing and analyzing vignettes, teachers can improve their practice, not only individually, but also as a team. In addition, this analysis can help schools to develop as organizations. At the end, this suggestion is supported with an example which illustrates the potential of using vignettes for improving schools, whilst, at the same time, demonstrating how the procedure might be used.  相似文献   

The reflection on the blackboard: student teacher self‐evaluation     

H. James Mclaughlin 《International journal of qualitative studies in education》2013,26(2):141-159

A common aim of teacher education is to encourage prospective teachers to analyze carefully their instructional performance. Yet, research on teacher cognition heretofore has concentrated primarily on experienced teachers’ planning and instructional thinking. We need more information on how student teachers think about and engage in the evaluation of their teaching performance. This study used data from initial structured interviews to elicit student teachers’ self‐evaluation concerns and examined the student teachers’ journals, a final written self‐evalution, and tapes from post‐teaching interviews to create a profile of each student teacher's responses about self‐evaluation. In this paper I analyze the student teachers’ pre‐conceptions about success, examine their processes of self‐evaluation, and explore a conception of “interactive self‐evaluation.” I offer suggestions about the conditions that may enable student teachers to enhance their analytical processes.  相似文献   

Faculty work in developing and teaching web‐based distance courses: A case study of time and effort     

James A. Visser 《The American journal of distance education》2013,27(3):21-32

Abstract

Using an experiential case approach, this study explores the conventional wisdom that distance education courses require greater faculty work effort and time commitment than traditionally taught courses. The study's basis for analysis is an instructor's time and effort in developing and delivering a graduate‐level course in public administration, for both a distance course (a modality with which he had no previous experience) and his traditional classroom courses. The study finds support for the conventional wisdom. But it also suggests hypotheses for future comparative analysis that development and delivery time and effort may partially depend on the accumulation of instructor experience and the level of institutional support. This article also identifies some implications for future research and faculty participation in distance education.  相似文献   

Guest editor's introduction     

James Joseph Scheurich 《教育政策杂志》2013,28(4)

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1. The reform and survival of American public schools: an institutional perspective     

James G. Cibulka 《教育政策杂志》2013,28(5):7-22

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In memoriam     

James H. Borland 《Roeper Review》2013,35(4)

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