排序方式： 共有53条查询结果，搜索用时 125 毫秒
41.
Warwick Mansell 《Journal of educational administration and history》2011,43(4):291-308
Bernard Barker's thesis that schools have been undermined over the past quarter of a century by a damaging combination of top-down, centralised reform and a desire to impose a market philosophy on education is powerful. This article analyses the nature of the apparatus of control – both statist and free-market – which has been applied to schools over this period. In particular, it will focus on the key control mechanism: the use of test and examination results as apparent measures of schools' quality. It will assess the success of this system, comment on its design faults and its problematic implications for the broad conception of education as understood in The Pendulum Swings, and argue that the concluding note of optimism sounded in Barker's book – about a future of communities exerting greater influence over education locally – appears not to be being realised in policy under the new coalition. 相似文献
42.
Mary Holmes 《Action Learning: Research and Practice》2008,5(3):249-253
This account of practice discusses the learning of a set that met for five years as part of undertaking a research degree. It focuses on questions relating to the role of the facilitator that emerge from the experience of an action learning set that was first helped by an external facilitator and that, after 18 months, became self-facilitating. Key to our success as a set was the openness to the emergent learning about the process; each difficulty we faced (as a set and individually) was taken as an opportunity for deepening our learning about set dynamics and facilitation. This article shares some of the highs and lows of our journey, illustrating how we learned to be an effective set that became self-facilitating. 相似文献
43.
44.
45.
Despite government commitment to the inclusion of children with special educational needs in mainstream schools, significant numbers of disabled children are placed in residential special schools. In the face of a distinct lack of information about the numbers or needs of these children, or about their experiences of living away from home at residential schools, the authors carried out research to examine why disabled children went to residential school, and their experiences of being there. This article focuses on the circumstances leading to a residential school placement, and the decision-making process from the point of view of local education authorities, and of parents. The paper reveals wide variations in the use of residential schools by local authorities, and conflicting views between and within authorities on the suitability of such placements. Parents' experiences are characterised by a lack of support in making very difficult decisions about the best place for their child to be, and a decision-making process dominated by delays, lack of information and conflict. 相似文献
46.
Nyein Su Mon 《Compare》2018,48(2):299-316
This study conducted an appreciative investigation of the experiences of Myanmar women in leadership. Specifically, the focus was on what sustains them, how they negotiate the complexity of their context, and what propels them. Drawn from the experiences of three Myanmar women leaders, the findings indicated that ‘their formal and informal learning’, ‘the influence of their female role models’, and ‘their religion’ were the most important aspects shaping their leadership. The philosophy of Buddhism appeared to be an important factor in their leadership formation and practices, either as a strengthening or limiting factor. This study suggests that to enhance Myanmar women’s increased participation in leadership positions, encouraging continuous learning, visible acknowledgement of female role models, and cultural change are necessary. 相似文献
47.
Eisuke Saito Harun Imansyah Isamu Kubok Siumar Hendayana 《International Journal of Educational Development》2007
This paper examines what kinds of impacts a school–university partnership has on schoolteachers and university faculty members, and what types of challenges and tasks exist. The results show the following: (1) joint lesson planning, observation, and reflection, called piloting activities (PA) have succeeded in improving teaching methodologies; (2) faculty members and teachers generally regarded the students under PA as being more participative; (3) it is necessary to ensure linkages between materials and students, as well as between students; and (4) PA resulted in the development of collegiality within schools and between faculty members and teachers. 相似文献
48.
49.
Rachel Ward 《English in Education》1996,30(2):39-49
This article examines the development and assessment of communication skills at GNVQ. It does this by reflecting on a project using multi-media technology to deliver communication skills to ESOL students. The author argues that current models of communication skills in GNVQ can be narrow and limiting and suggests that stimulating imaginative uses of language is more constructive in raising student confidence and achievement. 相似文献
50.