An extant speech of Henry St. John,Viscount Bolingbroke     

Floyd Douglas Anderson 《Communication Studies》2013,64(3):278-281

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Leadership identity in a small island developing state: the Jamaican context     

Alan Floyd  Carol Fuller 《Compare》2016,46(2):251-271

While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, socialisation and identity, the paper examines how the participants’ journeys of becoming and being school leaders are influenced by national-level societal and cultural issues, experienced at a local level. The findings suggest that in becoming school leaders, the participants perceived that they had a strong sense of agency in attempting to change the social structures within the institutions they lead and in the surrounding local communities, which in turn, they hope, will have a lasting effect on the nation as a whole.  相似文献   

Impact of a content and methods course sequence on prospective secondary mathematics teachers’ beliefs     

AnnaMarie Conner  Kelly W. Edenfield  Brian W. Gleason  Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504

In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching may be impacted.  相似文献   

网络时代的课程，学与教   总被引：4，自引：0，他引：4  

AnnFloyd  邢占军 《开放教育研究》2001,(3):30-34

网上的学与教是全球关注的一个教育热点，这种关注大致体现在：（1）课程本身的问题，即我们将要教什么？（2）学习自身的性质。（2）学习以及他们所需要的学习环境，（4）对教育提供的影响。（5）不同的国家为规范远程学习和网上学习所采取的的不同方式。（6）我们一旦选择这种方式所存在的大量的合作机会，其中也存在同样多的健康或不健康的竞争，（7）与那些在网络时代所提供机遇面前落伍的人们有关的。  相似文献   

Strategic narrative in multi-academy trusts in England: Principal drivers for expansion     

Jacqueline Baxter  Alan Floyd 《British Educational Research Journal》2019,45(5):1050-1071

Multi-academy trusts (MATs) are now a common feature of the English educational landscape. Yet numerous high-profile failures indicate that they present substantial challenges in terms of leadership and governance. One of the areas that most exercises school leaders and boards is the setting of strategic direction for the MAT. This includes elements such as its expansion. This article draws on 30 interviews with school leaders and trustees from 6 MATs and 10 interviews with national leaders of governance in looking to respond to the research question: What are the principal drivers for strategic expansion in MATs? The article begins by contextualising the research in light of recent policy, then moves to consider why theory on strategy as narrative was chosen in preference to other strategic approaches, and how it was employed to analyse data. The article concludes that within this sample there are a number of drivers for MAT expansion and that these fall under six principal categories: opportunities, values, pressures, feelings, risks and resources. It also concludes that resources and business viability play a substantial part in decisions to expand, and that strategy appears to be an iterative learning process. As such, it contributes to theory on the governance of multi-level organisations and to practice in terms of the Department for Education's focus on MAT growth.  相似文献   

Supporting and Sustaining Community College Scholarship and Research     

Deborah L. Floyd 《Community College Journal of Research & Practice》2019,43(1):1-4

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Why do UK academics become Associate Deans and what are their future career plans?     

Alan Floyd  Diane Preston 《Journal of Higher Education Policy & Management》2019,41(4):430-443

The role and number of Associate Dean posts in UK universities has grown considerably in recent years. Despite this, relatively little is known about the reasons why individuals take on such roles and how it fits into their career trajectories. The purpose of this article is to explore these issues by drawing on data from the first national study of Associate Deans in the UK. Adopting a two-staged mixed methods approach, data were collected from semi-structured interviews (n = 15) and an online survey (n = 172). The findings suggest that academics take on the role for a number of reasons such as the challenge of working across the University, making a difference to staff and students, or being asked to take it on by a senior member of staff. It is argued that these Associate Dean roles are part of new and emerging academic career pathways within the higher education sector.  相似文献   

An exploration of some of the causes of a developing painters' colony in Fort Worth,Texas     

Floyd Durham 《Journal of Cultural Economics》1977,1(2):25-34

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Relationship of executive functioning and memory to autism symptomology and adaptive functioning: Implications for reducing future underemployment     

Maria E. Hernández Finch  Beth Trammell  Asia R. Hulse  William H. Finch  Aimee Wildrick  Elizabeth F. Floyd  Jenna Pittenger  David E. McIntosh 《Psychology in the schools》2023,60(2):282-294

Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22 participants, 17 were male, and 19 white, non-Hispanic/Latina/o/x. All but one lived with their parent(s). Participants were administered a full battery assessing cognitive ability (WAIS-IV), memory and executive functioning (WMS-IV and DKEFS), autism symptomatology (ADOS-II), and adaptive functioning (SIB-R). A multivariate lasso regression model was used. Memory, especially as measured on the WMS-IV, was found to be significantly related to adaptive functioning and autism symptomatology. There appears to be continuing evidence that memory is highly related to adaptive functioning and autism symptomatology. Interventions involving auditory and immediate memory could be helpful in promoting more mutually effective social interactions necessary for positive employment outcomes.  相似文献   

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects     

Kristina M. Hash  Jay Poole  Melissa Floyd  Crystal Dea Moore  Anissa T. Rogers  Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.  相似文献