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1.
Mervyn Flecknoe 《School Leadership & Management》2013,33(4):421-437
This article is a report of a low cost case study in a small primary school. The school has instituted several democratic procedures that involve pupils and staff in leadership activities such as reviewing policies and appointing staff. The study sheds light on Hargreaves (2001) capital theory of school improvement, indicating that a dimension should be added. It then examines the theories implicit in HMI (2002b) and finds that they ignore a major consequence and benefit of the citizenship education observed in the study. Finally, it is argued that if the re-culturing envisaged by Furman and Starratt (2002) was extended to include structural changes that placed value on pupils' insights and knowledge, even greater improvements in education would be available. 相似文献
2.
Mervyn Lebor 《Journal of Further & Higher Education》2016,40(4):568-583
The context of this article was that, after researching issues of classroom management for a number of years, I was asked by managers at different institutions to speak to their staff about strategies for helping to counteract the problems tutors faced in many classes on a day-to-day basis. The question that emerged was how might managers in the lifelong learning sector support tutors in dealing with these stressful situations. The methodology of this inquiry was to offer qualitative practitioner research which would suggest some recommendations to improve practice on how managers might support teachers in these circumstances. The research methods would aim to determine managers’ perspectives, using a survey to identify a sample of their views. This would lead to two focus groups with managers, opening up a more exploratory discussion, followed by an in-depth interview with an experienced, particularly supportive manager, working with challenging classes. The purpose of this interview was to review a range of strategies that might be used to help managers support staff and students create more effective learning environments. The next stage was to subject managers’ suggestions to the views of teachers. The findings from this research showed there were widespread problems in many classes where this research took place. Managers offered a range of localised and wider strategies for supporting teachers in these challenging situations. Offering whole institution approaches, training on interventions and opening spaces for tutors and managers to explore these issues in a blame-free environment were some of the recommendations. The tutors surveyed welcomed these suggestions. 相似文献
3.
Attention‐Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in‐service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in‐service and preservice primary‐school teachers. Participants included 120 primary‐school teachers and 45 final‐year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in‐service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in‐service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517–526, 2004. 相似文献
4.
Mervyn Romans 《The International Journal of Art & Design Education》2004,23(3):270-277
There is a ‘dominant’ history of art and design education in Britain. This has been established by five books published in the 1960s and 1970s. They are Quentin Bell's The Schools of Design (1963), Gordon Sutton's Artisan or Artist?(1967), Richard Carline's Draw They Must(1968), Stuart Macdonald's The History and Philosophy of Art Education (1970), and Clive Ashwin's Art Education: Documents and Policies 1768–1975 (1975). They all offer a substantially corroborative account of the history of art and design education based on their predecessor. This is particularly evident in their explanation of the origin of public art and design education in Britain in the early nineteenth century. After a gap of thirty years Stuart Macdonald's book is to be republished. The news is a cause for celebration but also for concern, in that its reappearance may well further entrench the dominance of the collective voice of these five books. In an attempt to keep historical research alive and kicking in the field of art and design education, this article challenges the explanation offered by these authors for the introduction of public art and design education in the 1830s. 相似文献
5.
Donald C. Willis Mervyn LeRoy Willi Frischauer Raymond Durgnat Stig Bjorkman Torsten banns 《Communication Booknotes Quarterly》2013,44(4):43-44
Donald C. Willis' The Films of Frank Capra (Metuchen, N.J.: Scarecrow Press, 1974---$7.50) Mervyn LeRoy (as told to Dick Kleiner) Mervyn LeRoy: Take One (New York: Hawthorn, 1974---$10.00) Willi Frischauer's Behind the Scenes of Otto Preminger: An Unauthorized Biography (New York: Morrow, 1974---$7.95) Raymond Durgnat's The Strange Case of Alfred Hitchcock. or the Plain Man's Hitchock (Cambridge, Mass.: MIT Press, 1974---$15.00) Stig Bjorkman, Torsten banns, and Jonas Sima's Bergman on Bergman" Interviews with Ingmar Bergman (New York: Simon and Schuster, 1974---$9.95) Jean Renoir's My Life and My Films (New York: Atheneum, 1974---$10.00) Alfred Appel's Nabokov's Dark Cinema (New York: Oxford University Press, 1974) 相似文献
6.
Mildred L.B. Feldman William H. Read Simone Courteix Mervyn Jones Lennart H. Grenholm John H. Clippinger 《Communication Booknotes Quarterly》2013,44(8):101-103
Allan M. Winkler's The Politics of Propaganda: The Office of War Information, 1942-1945 (New Haven: Yale University Press, 1978—$11.95) 46. Mass News Media and the Third World Challenge by Leonard R. Sussman (80 pp.) 49. International News and the American Media by Barry Rubin (71 pp.) Kees Van Der Haak and Joanna Spicer's Broadcasting in the Netherlands (London and Boston: Routledge &; Kegan Paul, 1977—$7.95, paper) Tomo Martelanc, et al. External Radio Broadcasting and International Understanding: Broadcasting to Yugoslavia (Paris: Unesco/ New York: Unipub, 1977—$2.75, paper) John A. Lent's Asian Mass Communications: A Comprehensive Bibliography-1977 Supplement (School of Communications, Temple University, Philadelphia, Pa. 19122—$25.00 1 paper) 相似文献
7.
Towards a Taxonomy of Mentoring 总被引：1，自引：1，他引：0
Derek Glover Gerry Gough Michael Johnson George Mardle Mervyn Taylor 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):25-30
Initial Teacher Education in England and Wales is currently undergoing substantial change. In particular, the government has insisted on increased time for school‐based work, on the development of training partnerships between schools and higher education providers, including the transfer of training funds from universities to schools, and on a competence model of assessment. This article focuses on one of the new partnership training courses. Using two of the areas of competence, Subject Knowledge and Subject Application, it explores the reality of partnership from the perspectives of students, school mentors and university tutors as they work through the first year of the new course. Finally, the writers present a series of questions for all those involved as the basis for developing such courses and for ensuring the quality of teacher education. 相似文献
8.
Anthony J. Shaddock Mervyn W. Batchler 《International Journal of Disability, Development & Education》1986,33(3):215-219
One of the difficulties encountered in providing early intervention programs in rural localities is ensuring ongoing educational support. In a recent project weekly case conferences between a multidisciplinary resource team and local parents, teachers and volunteers were conducted viateleconferencing. Analysis of these teleconferences indicates that, as expected, information‐giving was a major function of the multidisciplinary team; somewhat surprising, however, was the high frequency with which teachers, parents and volunteers offered information and suggestions about the children and their programs. The paper also identifies and discusses additional functions of teleconferences in an early intervention project. 相似文献
9.
Mervyn Jones 《European Journal of Engineering Education》2003,28(2):169-178
The issues involved in developing the concept of the renaissance engineer for the 21st century are considered. Reflection is offered on areas where we may be failing and specific consideration is given to the needs of lifelong learning. The development of e-learning within the context of professional lifelong learning is addressed as a 'disruptive' development and its future role is discussed. 相似文献
10.
School-based comprehensive sexuality education (CSE) programmes play an important role in reducing young people’s sexual risk behaviour and promoting health and well-being. There is limited evidence regarding the attitudes and beliefs of parents towards the implementation of school-based CSE programmes in Islamic cultural settings, including Oman, which this mixed-method study set out to explore. A convenience sample of 250 parents, with equal numbers of mothers and fathers of children aged 12–14 years (grades 7–9) at two urban public pre-secondary schools in Saham, completed a paper-based self-administered questionnaire in Arabic. We found most parents (72.8%) supported school-based CSE programmes that conformed to Islamic requirements of pre-marital sexual abstinence, but there was some opposition. Almost all parents supported comprehensive age-appropriate CSE being taught to students aged 10–15 years, including topics perceived as controversial in Omani culture, except for birth control and safer sex. Most parents considered themselves, school teachers and school nurses to be important sources of CSE. The study findings which suggest strong parental support for CSE programmes can facilitate education policy, CSE curriculum decision-makers and school healthcare-providers in Oman, other Middle Eastern countries, and countries with Muslim immigrant populations. 相似文献