Perspective     

David Allen 《Perspectives: Policy and Practice in Higher Education》2013,17(2):32-34

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Equity and leadership: research-based strategies for school leaders     

John A. Ross  Marie-Josée Berger 《School Leadership & Management》2013,33(5):463-476

Principals are required by policy, regulation, legislation and democratic discourse to promote equity of outcomes. This integrated review investigates research on equity issues facing five student groups: special needs students; religious, cultural and racial minorities; groups disadvantaged by socioeconomic status; gender groups; and students differentiated by their sexual orientations. Sixteen research-based strategies for reducing the gap in achievement between advantaged and disadvantaged students are generated, the strategies being organised within four domains of principal influence: curriculum interpretation, instruction, assessment, and community involvement.  相似文献   

Whole school support for vulnerable children: the evaluation of a part‐time nurture group     

Lynne M. Binnie  Kristen Allen 《Emotional and Behavioural Difficulties》2013,18(3):201-216

The positive impact that nurture groups can offer is well documented. This study aims to describe the evaluation of a nurture group intervention across six schools. In contrast to previous research, children accessed the group for a maximum of four mornings per week. The findings show that this model did not comprise the gains reported in previous studies. The results show a significant positive effect on the children with reference to their behaviour both in school and at home. In addition, the intervention appears to have contributed further to the whole school system. Schools reported an improved ethos and an increased capacity to support children with social and emotional difficulties. This paper concludes by considering the new Scottish Curriculum guidelines A curriculum for excellence and whether the principles and theoretical underpinnings of nurture groups can be fully integrated into a mainstream environment.  相似文献   

A latent transition analysis of academic intrinsic motivation from childhood through adolescence     

George A. Marcoulides  Adele Eskeles Gottfried  Allen W. Gottfried  Pamella H. Oliver 《Educational Research and Evaluation》2013,19(5):411-427

A longitudinal modeling approach was utilized to determine the existence of latent classes with regard to academic intrinsic motivation and the points of stability and transition of individuals between and within classes. A special type of latent Markov Chain model using Mplus was fit to data from the Fullerton Longitudinal Study, with academic intrinsic motivation measured from ages 9 through 17. Model fit using the Bayesian Information Criterion index was examined. The best fit involved a 3-class model, with classes designated as motivationally gifted, intermediate, and at-risk. Transitions between classes occurred mainly during childhood, whereas stability ensued by age 13. Methodological contributions are discussed, as well as theory and applications of the findings with regard to academic intrinsic motivation.  相似文献   

Single-subject designs and action research in the K-12 setting     

Sean A. Forbes  Margaret E. Ross 《Educational Research and Evaluation》2013,19(3):161-173

Inasmuch as educational research is concerned with individual student assessment and development, it is surprising that single-subject designs are not more readily utilized in classroom-based action research. The purpose of this article is to emphasize benefits of single-subject research in the K-12 setting, given that teachers teach and assess individual students, the availability of individual student data, the uniqueness of all students' needs, and the ease with which data can be summarized and analyzed. A basic framework for conducting single-subject research is provided with the use of examples and discussion.  相似文献   

Closing Sex Education's Knowledge/Practice Gap: The reconceptualisation of young people's sexual knowledge     

Louisa Allen 《Sex education》2013,13(2):109-122

In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences.  相似文献   

Bearing witness: straight students talk about homophobia at school     

Louisa Allen 《Sex education》2013,13(6):661-674

ABSTRACT

Homophobia is an enduring issue within schooling contexts internationally. This paper attempts to rethink homophobia from the perspective of heterosexual students’ accounts of bearing witness to it. Within the existing literature it has been LGBTQ students who have held the responsibility for naming and recounting homophobia. This paper re-orients this conventional account by positioning heterosexual students as its narrators to see what this might reveal about homophobia’s operation at school. While this strategy does not disrupt the ‘othering’ and ‘victimization’ of LGBT youth in these stories, it has other effects. When heterosexual students name homophobia as unjust, it is possible to see the instability of the victim/perpetrator binary that typically structures these accounts. Narratives of participants in this study did not fit neatly into this binary, revealing its inability to capture the complexity of homophobia’s operation. To have any hope of effectively addressing homophobia at school, we need to move beyond the victim/perpetrator binary. This is because it masks some of homophobia’s more nuanced moves, such as targeting difference, rather than sexual identity exclusively.  相似文献   

The challenges of leadership in a connected education environment     

Allen D. Glenn 《Technology, Pedagogy and Education》2013,22(3):273-288

Abstract

Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts  相似文献   

ICT International     

Ross Perkins 《TechTrends》2012,56(1):10-11

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A Doubled Heterotopia: Shifting Spatial and Visual Symbolism in the Jewish Museum Berlin's Development     

Brent Allen Saindon 《Quarterly Journal of Speech》2013,99(1):24-48

This essay considers the rhetoric of space in a rapidly transforming culture. Using Michel Foucault's concept of “heterotopias” to understand the rhetorical power of a building's disposition, it is argued that the Jewish Museum Berlin contains two heterotopias, one within the other. The first is Daniel Libeskind's original building design in relation to the surrounding city, but the second is the placement of an art installation, Menashe Kadishman's Shalechet, in a central location within the museum. The doubling of heterotopian space uses dialectical–rhetorical transcendence to build identification with the museum's message for an increasingly international audience.  相似文献