Welcome to the Journal of Adventure Education and Outdoor Learning     

Pete Allison  Kaye Richards 《Journal of Adventure Education & Outdoor Learning》2013,13(1):5-6

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‘More [Time] is better or less is more?’ Neoliberal influences on teaching and learning time     

Allison Roda 《教育政策杂志》2017,32(3):303-321

This article examines the neoliberal influences on ‘Port City Schools’ (PCS) unique district-wide extended learning time (ELT) initiative. Despite the recent popularity of ELT in urban schools, there have been few qualitative studies that question how stakeholders make sense of ELT on the ground. This research fills that gap in the literature by exploring ELT programming across PCS’s choice and neighborhood K-8 schools. The interview and observation data reveal an inherent tension between ‘more time is better’ in the enrichment-filled choice schools and ‘less is more’ in the intervention-filled neighborhood schools. Findings illuminate the ways in which school choice, neighborhood segregation, and high stakes testing push the district to use ELT to boost test scores in the lower performing neighborhood schools, while the choice schools are given flexibility in ELT programming because they are meeting expectations for student success. Because neoliberalism fails to take into account the strong relationship between test scores and socio-economics and school choice and segregation, it leads to a cycle of inequality in which children in the choice schools receive a well-balanced curriculum and children in the neighborhood schools get test preparation during ELT. Fixing this system could fix inequalities in ELT programming across all schools.  相似文献   

Family risks and protective factors: Pathways to Early Head Start toddlers’ social-emotional functioning     

Jessica E. Vick Whittaker  Brenda Jones HardenHeather M. See  Allison D. MeischT’Pring R. Westbrook 《Early childhood research quarterly》2011,26(1):74

Early Head Start children may be more likely to exhibit difficulties with social-emotional functioning due to the high-risk environments in which they live. However, positive parenting may serve as a protective factor against the influence of risk on children's outcomes. The current study examines the effects of contextual and proximal risks on children's social-emotional outcomes and whether these effects are mediated by maternal sensitivity. One-hundred and fourteen low-income, high-risk mother-toddler dyads participated in this longitudinal study designed to examine the relationships between family risk, mothers’ sensitivity, and children's social-emotional functioning in Early Head Start families. Researchers conducted two 2.5-h home visits, approximately six months apart, during which they assessed mothers’ levels of family risk, maternal sensitivity, and their children's social-emotional functioning. A theoretically derived structural equation model was tested to examine the direct paths from family risk variables to children's social-emotional functioning and the indirect paths by way of the mediator variable, maternal sensitivity. Support was found for a model that identified maternal sensitivity as a mediator of the relationship between parenting stress and children's social-emotional functioning. Results have implications for providing services through Early Head Start programs that are aimed at alleviating parenting stress and enhancing maternal sensitivity.  相似文献   

Understanding user needs for citation management program support     

Teresa U. Berry  Steven D. Milewski  Manda C. Sexton  Allison L. Sharp 《Public Services Quarterly》2020,16(2):71-82

Abstract

Citation management programs are tools used to organize references and to create citations and bibliographies. Libraries are often the central point for providing training and support in using these tools. To determine how we could improve our support and training services, we surveyed users to determine what software in being used, why they chose that particular program, what features are important, and how they use citation management programs to collaborate. Results indicate that users chose a particular program because it was freely available or recommended to them by others and that they thought that importing references and creating citations were important features. We also found a majority of respondents used citation management programs to collaborate and turned to the library for training and support.  相似文献   

Personal and systems‐level factors that limit and facilitate school psychologists' involvement in school‐based mental health services     

Shannon M. Suldo  Allison Friedrich  Jessica Michalowski 《Psychology in the schools》2010,47(4):354-373

The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty‐nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

“There's going to be community. There's going to be knowledge”: Designs for learning in a standardised age     

Allison Skerrett 《Teaching and Teacher Education》2010

Using the case of a secondary English department in Ontario, Canada, this article examines the constraints that academic departments face in transforming themselves from communities of practice into learning communities. This distinction between a community of practice and a learning community has taken on heightened importance as increasing curriculum standardisation and high stakes assessments further narrow the historically fragile opportunities for deep and collaborative teacher learning within the traditionally structured academic department. The paper proposes some theoretical considerations and concrete strategies to assist academic departments in overcoming constraints to learning within an era of increasing standardisation and accountability. It further explores how the international movement of educational post-standardisation promises greater opportunities for the development of teacher learning communities within academic departments.  相似文献   

Letter to the Editor     

Brian Allison 《The International Journal of Art & Design Education》1986,5(3):303-305

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Geographies of sexualities: theory,practices and politics,edited by Kath Browne,Jason Lim and Gavin Brown     

Allison Burgess 《Gender and education》2009,21(1):119-120

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图书馆联盟内的数字馆藏的建设与共享——华盛顿研究图书馆联盟数字化生产中心介绍   总被引：3，自引：0，他引：3  

张贝楠 《图书馆学研究》2006,(10):18-28

华盛顿研究图书馆联盟是当今美国网络环境下，开展资源共享活动中较为成功的实体。2002年，基于联盟会员图书馆馆藏数字化的需求，联盟扩大资源共享服务范围，在联邦政府基金的帮助下建立了数字化生产中心。该中心由会员图书馆集资，集中利用技术力量、管理人才和设备进行数字化生产。经过四年多的实践，该中心在管理模式和数字化生产技术以及资源共享等方面均有一套独特的合理可行的策略和方针。本文作者以第一手资料详细介绍该中心的服务、管理、数字化馆藏的技术结构以及集中型数字化生产中心的优点。希望将这个模式介绍给国内同行。  相似文献   

Educational policy transfer in an era of globalization: Theory – history – comparison     

John Allison 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):149-152

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