Teachers’ Learning Journeys: The Quality Learning Circle as a Model of Professional Development     

Susan Lovett  Alison Gilmore 《School Effectiveness & School Improvement》2013,24(2):189-211

Worldwide, teachers struggle to keep pace with demands for learning. Educational reforms mandated at a national level require teachers to reconsider their teaching, curriculum and assessment philosophies and practices. This reliance on national policy initiatives increases teachers’ dependence on others knowing what their learning needs might be. Such dependence creates problems for sustained learning because teachers are not encouraged to help themselves. This article introduces an alternative approach to professional development, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet both local needs alongside national agendas.  相似文献   

Standards-to-Standards Linkage Under Title III: Exploring Common Language Demands in ELD and Science Standards     

Alison L. Bailey  Frances A. Butler  Edynn Sato 《教育实用测度》2013,26(1):53-78

A great deal of measurement research is currently being utilized to improve instruction at the elementary and secondary levels, but many opportunities for improving utilization are still untapped. The author proposes specific approaches to increased collaboration between researchers and practitioners to meet the burgeoning research needs of the nations' schools and to assist in data-based decision-making efforts. Society's increasing demands for accurate, usable data have contributed to the urgent current need for viable, appropriate research. This need can be met only by reseachers and practitioners working together to provide answers to critical educational questions.  相似文献   

Building a Successful Adult Life: Findings From Youth-Directed Research     

Laurie E. Powers  Tracee Garner  Betsy Valnes  Peter Squire  Alison Turner  Todd Couture 《Exceptionality》2013,21(1):45-56

Abstract

Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed.  相似文献   

Annotated Bibliography     

Alison Kelly 《International Journal of Science Education》2013,35(3):417-423

This short bibliography is not supposed to be a comprehensive survey of all that has been written about gender and science. Its much more modest aim is to mention a few of the many books that have been published on this subject in recent years, and to give some indication of their contents. By doing this I hope to provide readers with a starting point from which to pursue an interest in any particular aspect of the subject.  相似文献   

Credentialism,adults and part-time higher education in the United Kingdom: an account of rising take up and some implications for policy     

Alison Fuller 《教育政策杂志》2013,28(3):233-248

This paper focuses on, and helps to explain, the growing importance of higher level qualifications for adults in the UK. It highlights statistical trends in their take up of qualifications, particularly, as the result of taking part-time courses in higher education. Recent figures indicate that most part-time students at undergraduate level fund their own tuition fees: I interpret this finding as an indicator of individual demand. The article goes on to draw on a qualitative study of mature students to identify some of the issues which lie behind the statistics. I suggest that insights into the rising take up of HE can be gained from considering the backgrounds and perspectives of mature students themselves, their changing relationship to qualifying and how their return-to-study decisions relate to the contemporary socio-economic context. The paper concludes by reminding policy makers of the challenge of widening access to HE for disadvantaged groups and briefly focuses on the potential of the new foundation degree to address this issue.  相似文献   

Parental experiences of support for pupils with dyslexia: ignoring the effect on parents     

Alison Earey 《Support for Learning》2013,28(1):35-40

This article reports on research that was carried out with parents in order to understand the education system in England from their viewpoint through in‐depth, semi‐structured interviews with seven parents, who were largely sourced through a local dyslexia specialist tutor. The data were analysed by using cross‐sectional analysis in order to consider the participants' choice of words and their comparative responses to questions. The interviews probed parents for information on their experience from the initial point of concern about the child's difficulties with words, through to assessment and concerns for the future. The findings suggest that, while we live in an age of purported inclusion and equality, there are still children who experience exclusion and prejudice in education. Their experience does not match the ideal and, as a result, their parents are suffering too. The findings help to support recent research and could encourage continued improvements in the education system.  相似文献   

Book notice     

Alison Bashford 《Metascience》2012,21(2):505-506

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The effects of anxiety and strategic planning on visual search behaviour     

Moran A  Byrne A  McGlade N 《Journal of sports sciences》2002,20(3):225-236

The past decade has witnessed increased interest in the visual search behaviour of athletes. Little is known, however, about the relationship between anxiety and eye movements in sport performers or about the extent to which athletes' planned and actual visual search strategies correspond. To address these issues, we conducted two studies. In Study 1, eight expert female gymnasts were presented with three digital slides of a model performing a skill that is known to be anxiety-provoking in this sport--namely, the 'back flip' on the beam. By varying the height of the beam and the presence or absence of safety mats, the slides differed in the amount of anxiety that they elicited vicariously in the viewer. In the study, the gymnasts were asked to imagine themselves in the position of the depicted model and to describe the anxiety that they felt. As they viewed the slides, their eye movements were recorded. As predicted, anxiety was associated with an increase in the number of fixations to peripheral areas. In addition, the more 'threatening' slides elicited significantly more fixations than the less feared images. In Study 2, the plans of 15 equestrian performers (5 expert, 5 intermediate and 5 novice) were elicited as they engaged in a virtual 'walk' around a computerized show-jumping course. Contrary to expectations, the congruence between intended and actual search behaviour was not significantly greater for expert riders than for the less skilled groups. Also, the fact that the top riders allocated more fixations to slides than the less skilled performers challenged the prediction that expertise would be associated with economy of visual search. Finally, as expected, the expert riders were significantly less dependent on the overall 'course plan' than the intermediate and novice equestrian performers when inspecting the fences.  相似文献   

Education provision in the subsidised cultural sector     

Sara Selwood  Eileen Adams  Cary Bazalgette  Alison Coles  Pauline Tambling 《Cultural Trends》1998,8(32):61-103

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Book reviews     

Finbarré Fitz Patrick  Nicholas Hawkes  James Cummins  Alison M. Pask  Carol Myers Scotton  R. N. Srivastava 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(3):423-434

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