共查询到20条相似文献，搜索用时 15 毫秒
1.
Alison Taylor 《Vocations and Learning》2009,2(2):127-151
This paper looks critically at partnerships in education and training by presenting a case study of a community-level partnership
aimed at promoting high school apprenticeships in Ontario Canada. The analysis maps the field of social relations within this
partnership in order to reveal institutionally-based struggles and their implications for youth training and employment. The
assumptions within policy that employers are actively engaged as partners and that they and other stakeholders share a unitary
vision for education and training are challenged. Rather, partnerships reflect tensions among partners that must be addressed
in order to improve the learning affordances for youth.
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献
| Alison TaylorEmail: |
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献
2.
Trust and improvement in schools 总被引：3，自引：1，他引：2
Karen Seashore Louis 《Journal of Educational Change》2007,8(1):1-24
This paper examines how trust affects teachers’ willingness to work with innovations introduced by central office administrators.
Interview and focus group data collected over a three-year period in five schools are used to analyze the centrality of trust
to teachers’ willingness to work with administrators to implement continuous improvement and quality management practices
for their schools and classrooms. A qualitative data analysis software package was used to code interviews and focus groups
for spontaneous comments that addressed trust. Two schools were characterized by high trust, and high willingness to change;
high levels of distrust distinguished three others. This emphasis of the analysis is on the association of spontaneously expressed
sentiments of trust or distrust and the association of those sentiments with willingness to participate in change initiated
from outside the school building. Pre-existing patterns of relational and institutional trust will enhance or limit the ability
of leaders to initiate large-scale change. More needs to be known about how to change coherently distrustful school settings
in order for systemic change to occur.
相似文献
| Karen Seashore LouisEmail: |
3.
Helen Gunter Steve Rayner Graham Butt Antony Fielding Ann Lance Hywel Thomas 《Journal of Educational Change》2007,8(1):25-39
This paper describes the experience of change management observed as part of an evaluation of the Transforming School Workforce Pathfinder Project commissioned by the UK Government for the English education system. The 32 Pilot Schools made interventions in organisational
practice in ways that required them to think differently about work. Changes in the number, type and deployment of the school
workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change
management teams drawn from the whole school workforce, supported by an external school workforce advisor, has required schools
to examine the nature of decision-making and participation. We intend to draw on evidence from eight case study schools and
through this examine the implications for how change is understood and practiced. We critically engage with the government’s
preference for a particular model of change to bring about organisational improvement, and we reveal a pluralistic and dynamic
field both within practice and theorising.
相似文献
| Hywel ThomasEmail: |
4.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
5.
This article aims to explore how democratic community is manifest in schools in Korea. It also tries to examine how leadership,
specifically transformational leadership, functions in shaping a democratic community within a school. Toward this aim, we
have conducted a case study of two religious high schools in Korea. Based on the findings from the schools, we have discussed
five aspects related to democratic community and transformational leadership. When school principals’ leadership has transformational
characteristics and consistency over the years, the leaders’ mission and vision become shared values among the school members.
The shared vision and cultural values make democratic systems work effectively. This article includes implications for educational
policy and practice.
相似文献
| Susan PrintyEmail: |
6.
Christopher Day 《Journal of Educational Change》2008,9(3):243-260
This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work,
lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of
England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of
the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional
identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses
these in relation to the school standards and teacher retention agendas.
相似文献
| Christopher DayEmail: |
7.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
8.
Patricia Sánchez 《The Urban Review》2007,39(5):489-517
This article examines the lives of three transnational second-generation immigrant Latinas who reside in urban centers in
California and maintain close ties to Mexico. Drawing from a participatory research and ethnographic study, I provide evidence
of the out-of-school learning that they experience and how this shapes their notions of global citizenship. Although schools
have begun to slowly recognize transnational immigrant students, many urban educators whose cities are palpably transformed
by immigrants have not fully connected the promise of such a global lifestyle and its potential for instruction in the classroom.
相似文献
| Patricia SánchezEmail: |
9.
Jennifer Ayala 《The Urban Review》2009,41(1):66-84
This paper examines theoretical linkages between Anzaldua’s borderland scholarship, in particular the notion of mestiza consciousness,
and participatory action research. Two studies with high school and college co-researchers falling along different points
of the PAR spectrum are described to illustrate these conceptual linkages. Points in the process including critical decisions
in crafting questions and conducting actions, reflections on who are the knowledge holders and producers, and struggles with
responsibilities and vulnerabilities doing this work, are discussed through a lens of mestiza consciousness.
相似文献
| Jennifer AyalaEmail: |
10.
Conflicting measures of state support for postsecondary education create confusion and misunderstanding that convolute debates
about states’ postsecondary education funding. The use of multiple measures is largely unnecessary, though. A simple single
measure is constructed that adequately quantifies both states’ postsecondary need and states’ ability to pay. Specifically,
this study proposes measuring state support for postsecondary education as state postsecondary funding per high school graduate
over the previous four years per dollar of per capita income.
相似文献
| Justin M. RoncaEmail: |
11.
Wan-Hsiang Chou 《Children‘s Literature in Education》2009,40(1):19-32
In mainstream Western cultures where bedtime means isolation and separation from adults, picture books about bedtime are cultural
artifacts created especially for this transitional process of separation. In a culture such as Taiwan where children often
sleep with their parents, siblings, or other caregivers until elementary school, the need for picture books about bedtime
is an imported concept. The large number of translated Western bedtime books found in Taiwan becomes a rich area in which
to explore the impact of imported ideas of childhood on Taiwanese picture book creation. This article takes a close look at
the books created by Taiwanese authors with a bedtime theme and notes their culturally hybrid qualities.
相似文献
| Wan-Hsiang ChouEmail: |
12.
This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or
not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils,
135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used,
addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and
friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying
Computing and d) how pupils perceived the profile of a computer professional in terms of gender.
相似文献
| Maria KordakiEmail: |
13.
Sharon Conley Donna E. Muncey Sukkyung You 《Journal of Personnel Evaluation in Education》2005,18(1):39-65
Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among perceptions of characteristics of standards-based evaluation, work environment mediators, and career satisfaction and other outcomes. Four comprehensive high schools located in two neighboring counties in southern California provided the data for this study. The schools’ districts had recently developed and implemented evaluation systems based on six California Standards for the Teaching Profession generated in 1997. One hundred and seventy-eight teachers responded to survey questions designed to capture the following constructs: understandable/relevant standards, satisfactory/helpful evaluation, role ambiguity, effort performance-rating linkage, work criteria autonomy, career satisfaction, organizational commitment, and perceptions of the effectiveness of the evaluation system. Confirmatory factor analysis was used to assess whether the items measuring evaluation fit two hypothesized constructs. Structural equation modeling results indicated that there are two mediators in the evaluation-career satisfaction relationship: role ambiguity and work criteria autonomy.
相似文献
| Sharon ConleyEmail: |
14.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
| Angela Calabrese BartonEmail: |
15.
16.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
17.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
| Calvin KalmanEmail: |
18.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引：1，自引：0，他引：1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
| MaryBeth WalpoleEmail: |
19.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引：1，自引：0，他引：1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
| Sonya N. MartinEmail: |
20.