The mainstreaming of charities into schools     

Sally Power  Chris Taylor 《牛津教育评论》2013,39(6):702-715

Abstract

This paper focuses on the ‘mainstreaming’ of charities into schools. There have been growing concerns about the permeation of business and business values in education, but relatively little attention has been paid to the ways in which schools are increasingly engaged in the ‘business’ of fundraising for charities. Drawing on survey data from the WISERDEducation Multi-Cohort Study (WMCS), the paper outlines young people’s relationship with charities. The data show that young people have a high degree of engagement with charities, in which schools play a significant part. There are likely to be many positive aspects to this engagement, inasmuch as it fosters and reflects young people’s sense of collective responsibility. However, there are also issues about the extent to which this high level of involvement marginalises other approaches to promote the social good and increases the permeation of business values and business into school. The paper concludes that the current mainstreaming of charities into schools is not necessarily a self-evident ‘good’ and that this under-researched phenomenon deserves greater critical attention within and outwith schools.  相似文献   

A Critique of Internet Polls as Symbolic Representation and Pseudo-Events     

Michael L. Kent  Tyler R. Harrison  Maureen Taylor 《Communication Studies》2013,64(3):299-315

The Internet continues to grow as an information and entertainment medium. Internet growth has implications for the news industry. Twenty-four hour news networks such as CNN and MSNBC regularly encourage viewers of their television programs to visit their Web sites. While visiting news Web sites, visitors are invited to participate in opinion polls. Unfortunately, these online opinion polls are not scientific and have little real news value. In spite of these limitations, news Web sites' Internet polls are often treated as serious topics in broadcast news discussions. This article examines media organizations' Internet online polls and critiques them as instances of symbolic representation and pseudo-events that have arisen largely out of the integration of print, broadcast, and Internet media.  相似文献   

Changing expectations: Preparing students for flexible learning     

Peter G. Taylor 《International Journal for Academic Development》2013,18(2):107-115

The report of the Dearing Committee (NCIHE, 1997) identifies a rapid and ongoing increase in use of information and communication technologies (ICTs) to support teaching and learning in higher education. This rapid expansion involves practices that are changing the traditional roles of both staff and students. The need to orient staff to the unfamiliar roles associated with student-centred learning and ICT-augmented teaching is well recognized. This paper argues that students also need to be prepared for their new roles. The paper provides a rationale for student development to prepare students for the transition to learning environments that include extensive use of ICTs as learning technologies. The argument is that both staff and student development are necessary and that these are complementary foci. The discussion then provides a detailed overview of successful student-development strategies that have been developed to support students starting studies at a purpose-built flexible learning campus.  相似文献   

Teaching philosophies reconsidered:A conceptual model for the development and evaluation of teaching philosophy statements     

Dieter J. Schönwetter  Laura Sokal  Marcia Friesen  K. Lynn Taylor 《International Journal for Academic Development》2013,18(1):83-97

Increasingly, the requirements of applicants to academic faculty positions, promotion and tenure procedures, nominations for teaching awards, or other application processes for innovative teaching grants worldwide include a teaching portfolio or dossier or a statement of teaching philosophy. Current literature provides a spectrum of approaches to constructing a teaching philosophy statement. While these resources provide practical utility, this literature generally lacks conceptual models that provide clear operational definitions and comprehensive frameworks for the process of generating or evaluating a teaching philosophy statement. However, this literature does illustrate the complexity of the task. Each teaching philosophy statement reflects not only personal beliefs about teaching and learning, but also disciplinary cultures, institutional structures and cultures, and stakeholder expectations as well. This synergy among self, discipline, and institutional context guided the development of a conceptual model for constructing a teaching philosophy statement. Based on the authors' survey of the literature, a conceptual model was developed, and then refined in a series of three workshops that included input from graduate students, academic faculty, faculty developers, and academic managers (administrators). The resulting conceptual framework includes the six dimensions commonly found in a survey of faculty teaching philosophies: the purpose of teaching and learning; the role of the teacher; the role of the student; the methods used; evaluation and assessment of teaching and learning; and also includes two framing devices - a metaphor or a critical incident and a device for acknowledging the impact that contextual factors have on teacher decision making. This paper describes the development of this conceptual model, and provides an evaluation rubric that can be applied to assess teaching philosophy statements generated using the proposed framework.  相似文献   

Examination‐related anxiety in students diagnosed with AD/HD and the case for an allocation of extra time: perspectives of teachers,mothers and students     

Myra Taylor  Stephen Houghton 《Emotional and Behavioural Difficulties》2013,18(2):111-125

This study details the perspectives of Western Australian teachers, students and mothers on the case for an allocation of extra exam time to students diagnosed with Attention‐Deficit/Hyperactivity Disorder (AD/HD). Eighteen teachers of students with AD/HD (14 high and four primary), 15 students with AD/HD (10 high and 5 primary), and their mothers participated in a series of semi‐structured interviews (n = 48). Data analysis revealed that while 56% of teachers and 53% of parents support an allocation of extra exam time for students diagnosed with AD/HD, 67% of students are opposed. This paper details the reasons teachers, parents and students give for their support, ambivalence or opposition to the allocation of extra time for exams.  相似文献   

Finding a third space in teacher education: creating an urban teacher residency     

Emily J. Klein  Monica Taylor  Cynthia Onore  Kathryn Strom  Linda Abrams 《Teaching Education》2013,24(1):27-57

This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the “third space.”  相似文献   

The Purchasing Practice of Low-Income Students: The Relationship to Mathematical Development     

Edd V. Taylor 《学习科学杂志》2013,22(3):370-415

The purpose of this 2-part study was to explore the mathematical and purchasing competencies present in students' engagement in shopping practices in a low-income African American neighborhood. Study 1 consisted of in situ analyses of children's shopping activities at a local store, revealing the variety of arithmetic tasks that emerged in relation to varied artifacts, shopping routines, social norms, and clerk support. In an effort to reveal competencies that could not be measured through observation alone, Study 2 consisted of individual interviews of 30 first and second graders about tasks that required them to purchase items at a mock store. Analyses revealed both strategies that were frequently and infrequently associated with successful purchasing and the relationship between children's strategy choices and the demands of particular purchases. This research documents the many mathematical competencies children present that may not be captured in traditional school assessments and considers how this prior knowledge might be used to inform instruction and treatments of sociocultural frameworks.  相似文献   

“The Wire,” William Julius Wilson,and the Three Sobotkas: Conceptually Integrating “Season 2: The Port” into a Macro-Level Undergraduate Communities and Crime Course     

Ralph B. Taylor  Jillian L. Eidson 《Journal of Criminal Justice Education》2013,24(3):257-282

A challenge in any undergraduate communities and crime course is helping students understand how macro-level context affects the lives of individuals. This article describes one approach based on three characters in Season 2 (“The Port”) of “The Wire.” A multi-layered framework is outlined which prominently features William Julius Wilson's unemployment thesis. Data sources for illustrating how different parts of the model apply to the surrounding region and neighborhoods close to the port are noted. The narrative arcs for three central characters in Season 2 are described and each is connected to Wilson's thesis. Even though in-class screening time was limited, students' written work and questionnaire responses suggested that the material clarified key concepts. The approach described here is just one approach of the many which are feasible for a macro-level communities and crime course, or for integrating “The Wire” into criminal justice or criminology courses.  相似文献   

Ethnic DIF in Reading Tests With Mixed Item Formats     

Catherine S. Taylor  Yoonsun Lee 《Educational Assessment》2013,18(1):35-68

This article presents a study of ethnic Differential Item Functioning (DIF) for 4th-, 7th-, and 10th-grade reading items on a state criterion-referenced achievement test. The tests, administered 1997 to 2001, were composed of multiple-choice and constructed-response items. Item performance by focal groups (i.e., students from Asian/Pacific Island, Black/African American, Native American, and Latino/Hispanic origins) were compared with the performance of White students using simultaneous item bias and Rasch procedures. Flagged multiple-choice items generally favored White students, whereas flagged constructed-response items generally favored students from Asian/Pacific Islander, Black/African American, and Latino/Hispanic origins. Content analysis of flagged reading items showed that positively and negatively flagged items typically measured inference, interpretation, or analysis of text in multiple-choice and constructed-response formats. Items that were not flagged for DIF generally measured very easy reading skills (e.g., literal comprehension) and reading skills that require higher level thinking (e.g., developing interpretations across texts and analyzing graphic elements).  相似文献   

Work and Life Balance Support of Female Midlevel Noninstructional Staff at Community Colleges     

Stephanie J. Jones  Colette M. Taylor 《Community College Journal of Research & Practice》2013,37(12):936-953

Two-year public institutions are known for their nurturing academic environments that support students from diverse backgrounds and experiences. One would assume that these nurturing and supportive environments would also go beyond the students to include employees. Family-friendly working environments support the needs of employees to balance work and life obligations without affecting career advancement opportunities. To decide whether two-year public institutions are family-friendly working environments, this quantitative study explored the perceptions of female midlevel noninstructional professional staff in various administrative positions at 215 two-year public institutions. A survey designed to obtain participant perceptions of their working environments and institutional policies pertaining to work and life balances was completed by 590 respondents. By understanding the perceptions of midlevel noninstructional professional staff, institutions can address the areas of concern by establishing formal policies that support the needs of working adults to help them balance work and life obligations without affecting future career advancement opportunities.  相似文献