Reading on Screen: Exploring Issues in Reading for Information with CD-ROM     

Ruth Darby  Lorraine Dawes  rea Dennison  Chris Gallagher  Wendy Loomes  Helen Reid  Justine Stanton 《English in Education》1997,31(2):34-44

This article describes the insights gained by a group of primary teachers investigating the implications of CD-ROM for English with their KS2 pupils. As part of the IT in English project, they researched pupils' use of the CD-ROM and its effect on their learning. They developed effective strategies to help pupils cope with the reading demands and edit their own texts. Positive effects on critical reading, collaboration, and use of conventional information books were observed.  相似文献   

Changing Schools of Education Through Grassroots Faculty-led Change     

Jill Alexa Perry 《Innovative Higher Education》2014,39(2):155-168

In this article I report on the application of the lens of Rogers’ (1995) change agent roles and Kezar and Lester’s (2011) adaptation of tempered radicals in order to understand the leadership roles assumed by three individual faculty members located at three distinct schools of education. These faculty leaders utilized the concepts and principles of the Carnegie Project on the Education Doctorate (CPED) to lead redesigns of their Ed.D. programs. Qualitative data were gathered during a larger study on institutional change. Findings contribute to understanding grassroots leadership and how it works in collaboration with top-down authorities.  相似文献   

Africa and the ‘World’ Cup: FIFA Politics,Eurocentrism and Resistance     

Paul Darby 《国际体育史杂志》2013,30(5):883-905

The development of African football in the international playing arena during the last 25 years has been such that several noted commentators have predicted that the name of an African nation will soon be appearing on the World Cup trophy. [1 Most notably, Walter Winterbottom and Pelé expressed their belief that an African nation would win the World Cup before the new millennium. Such predictions remain unfulfilled, but the assertion of the former FIFA President João Havelange that an African team would qualify for the last four by, at the latest, 2002, was a feat that Cameroon and Senegal both narrowly missed out on during the 1990 and 2002 World Cups respectively. See F. Osman Duodo, ‘On the Threshold of Eating With Kings’, FIFA Magazine, Oct. 1996, 13–14. ] With the exception of Senegal's valiant efforts in reaching the quarter-finals of the 2002 tournament, the relatively weak performances of the continent's other representatives at the two most recent editions of the game's premier international tournament would not appear to bear out this assertion. [2 During France ‘98, only Nigeria qualified for the knock-out phase. At Japan/South Korea 2002 only Senegal reached the latter stages of the competition although the four other teams narrowly failed to progress from the group stages. ] The promise offered by Cameroon's quarter-final appearance at Italia 90, Nigeria and Cameroon's Gold medals at the 1996 and 2000 Olympic football tournament and African successes in FIFA's under-age competitions thus remains unfulfilled. [3 Nigeria and Ghana have twice won the biennial under-17 World Youth Championship since its inauguration in 1985. ] However, the disappointment that greeted the early exits of most of the African representatives in 1998 and 2002 should not conceal the fact that, in a political sense, both tournaments were a major victory for the African game. When one considers that African representation at the World Cup has historically been restricted by a Eurocentric bias at the heart of FIFA, the participation of five nations at both France 98 and Japan/South Korea 2002 allows these tournaments to be viewed as significant milestones for African football. Drawing on analyses of primary archival materials and other sources, this essay examines the ways in which the World Cup Finals, and more specifically, the political debate surrounding the distribution of places for the tournament has come to represent one of the key arena's in which Africa's quest for global football equity has manifested itself. [4 For a discussion of Africa's struggle for global equity within FIFA see P. Darby, Africa, Football and FIFA: Politics, Colonialism and Resistance (London and Portland, OR: Frank Cass, 2002). ] The essay concludes by assessing the extent to which the discourse on Africa's place at the World Cup can be read as a reflection of broader First World-Third World power relations.  相似文献   

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types     

Lamm  Kevan W.  Sapp  L. Rochelle  Randall  Nekeisha L.  Lamm  Alexa J. 《Tertiary Education and Management》2021,27(4):297-312

Tertiary Education and Management - Transformational leadership, a type of leadership commonly promoted within higher education, has been shown to positively affect performance, collaborative...  相似文献   

War and education in the United States: racial ideology and inequality in three historical episodes     

John L. Rury  Derrick Darby 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):8-24

Abstract

This paper examines the impact of war on African-American education. This question is considered in three different periods: the eras of the American Revolution, the Civil War and the Second World War. Large-scale conflict, such as these instances of total war, can afford historical moments when oppressed groups are able take steps to improve their social status, challenging the forms of domination that have subjugated them in the past and demanding rights and liberties long denied them. This is an especially noteworthy case because of the highly developed system of racial oppression that African Americans became subjected to historically. In each of these cases, disruptions of existing patterns of social and political inequity provided openings for African Americans to realise new opportunities for education and social advancement. Implications of these historical patterns are discussed in the conclusion.  相似文献   

Teachers’ emotions in the reconstruction of professional self-understanding     

Alexa Darby 《Teaching and Teacher Education》2008

This research study explores teachers’ specific emotions and the reconstruction of teachers’ professional self-understanding during a comprehensive school reform initiative. Through interviews and archival material, this study seeks to examine teachers’ specific emotions during critical incidents that occurred during the period of reform and to explore the reconstruction of their professional self-understanding. The findings illustrate that the teachers experienced fear and intimidation when their professional self-understandings were challenged. However, with the support of a literacy coach and university faculty they reconstructed these self-understandings, leading to improvements in student achievement and their own instructional practices. These positive changes led to emotions of pride and excitement. The study provides recommendations for state and local school administrators and highlights implications for future research.  相似文献