A Vote against Commercial Restaurants on High School Campuses     

Don Sneed 《Clearing house (Menasha, Wis.)》2013,86(3)

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The New Empire of Capital: The Pedagogy of the Streets     

Don Mitchell 《Review of Education, Pedagogy & Cultural Studies》2013,35(1-2):147-151

In every generation, some event serves to remind us that the exercise of power is always in part a function of control over geography.  相似文献   

Kohlberg revisited     

Don Collins Reed 《Journal of moral education》2016,45(1):107-109

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Software for online teaching     

Don E. Descy Ph.D. 《TechTrends》1998,43(2):4-7

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All aboard the internet     

Don E. Descy Ph.D. 《TechTrends》1996,41(3):43-44

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Don E. Descy 《TechTrends》2001,45(6):2

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Don E. Descy 《TechTrends》2003,47(3):2

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The student departure puzzle: do some faculties and programs have answers?     

P.A. Danaher  Don Bowser 《高等教育研究与发展》2008,27(3):271-280

University attrition prevention strategies are typically generic, centrally managed, whole of university strategies that have emerged from an examination of whole of university attrition data. This paper takes an intra‐organisational comparative approach, through the examination of faculty and program attrition rates of students who joined an Australian university in the first term of 2004. The faculty with the highest attrition had a rate two‐and‐a‐half times that of the faculty with the lowest rate, and in programs with 40 or more students enrolled the program with the highest attrition had a rate over five times that of the program with the lowest rate. The paper identifies five practical implications of these findings and concludes that investigating the causes of these differences will help in understanding student attrition. It also suggests that universities wishing to reduce student attrition may benefit from adopting integrated and situated strategies that take into account faculty and program differences.  相似文献   

Editor’s Notes     

Don E. Descy 《TechTrends》2000,44(3):2-2

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Models of shared leadership: Evolving structures and relationships     

Philip Hallinger  Don Richardson 《The Urban Review》1988,20(4):229-245

This article explores potential changes in the power relationships among teachers and principals under four emerging forms of structured teacher involvement in schoolwide decision making: Instructional Leadership Teams, Principals' Advisory Councils, School Improvement Teams, and Lead Teacher Committees. Each organizational model is described in terms of its purpose, its operation, the role of teachers and the principal, and its potential impact on teacher leadership and empowerment. A conceptual framework that views organizational power in terms of access to resources and the ability to obtain cooperation from other actors (Kanter, 1979) is utilized to gauge potential changes in the power of principal and teacher roles under each of these emerging models. The conceptual analysis suggests that models seeking to empower teachers and improve student learning must provide for increased interaction among teachers in curricular and instructional decision making.Presented at the annual meeting of the American Educational Research Association, New Orleans, April 1988.  相似文献