Developing collaborative approaches to enhance the professional development of primary mathematics teachers     

Jane McNeill  Andy Armstrong 《Education 3-13》2016,44(4):426-441

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing professional development (CPD) programme in their school. University staff helped to facilitate project meetings across the schools and monitored impacts within each school. Professional development meetings, involving all teachers and teaching assistants (TAs) from the schools (n?=?55), were designed to encourage a whole-school approach. The project also provided structured opportunities for the lead teacher to work with colleagues in the classroom, for example, through lesson observation and/or collaborative teaching. The outcomes from this project confirmed that collaborative models of CPD, as opposed to transmission, formal training, and ‘top-down’ models, were welcomed by teachers and head teachers – some of whom reported early indications of improvements in student performance. Commenting on what constitutes the most effective forms of CPD, there was a reiteration of the importance of combining peer and external support through a collaborative process.  相似文献   

Attempts to demonstrate magnetic discrimination by homing pigeons in flight     

George J. Carman  Michael M. Walker  Andy K. Lee 《Learning & behavior》1987,15(2):124-129

Eight homing pigeons, trained to fly between two elevated feeders within a flight tunnel, were tested for their ability to discriminate between two magnetic field stimuli and two acoustic stimuli, using a unitary discrete-trials procedure with successive presentation of stimuli. Magnetic stimuli consisted of the ambient magnetic field and a reduced magnetic field in which the vertical component of the field was reduced to 50% of its ambient value. Acoustic stimuli consisted of an ambient white noise and the white noise plus a tone. Stimuli were paired with food reward and either a time penalty (Experiment 1) or electric shock (Experiment 2). Although subjects could discriminate sounds with our procedures, none of the subjects demonstrated discrimination of magnetic fields. The failure of pigeons to discriminate magnetic stimuli is discussed as a consequence of either the failure to provide conditions sufficient for such discrimination or the absence of a magnetic sense in these animals.  相似文献   

The effects of upper‐secondary education and training systems on skills inequality. A quasi‐cohort analysis using PISA 2000 and the OECD survey of adult skills          下载免费PDF全文

Andy Green  Nicola Pensiero 《British Educational Research Journal》2016,42(5):756-779

Research tells us much about the effects of primary and lower‐secondary schooling on skills inequality, but we know less about the impact of the next stage of education. This article uses a differences‐in‐differences analysis of data on literacy and numeracy skills in PISA 2000 and SAS 2011/12 to assess the contribution of upper‐secondary education and training to inequalities in skills opportunities and outcomes. It finds that greater parity of esteem between academic and vocational tracks, as found in German‐speaking and Scandinavian countries, has some positive effects in mitigating skills inequality. However, the most important factors seem to be high completion rates from long‐cycle upper‐secondary education and training and mandatory provision of Maths and the national language in the curriculum.  相似文献   

Curriculum reform and the teacher     

Andy Hargreaves 《Curriculum Journal》2013,24(3):249-258

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A New Way of Working     

Andy Keedwell 《英语沙龙》2011,(9):11-11

本专栏由英国大使馆文化处提供稿件，旨在让读者从中学习地道英文，体悟英伦百味。本期介绍了一种新的工作模式——在家办公。越来越多的英国人在家办公，既可省去路上耗费的时间，又有利于提高工作效率、节约能源，一举多得。  相似文献   

Things did get better     

Andy Burnham 《Cultural Trends》2009,18(3):249-252

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The American Enterprise Institute (www.aei.org)     

Andy Spackman 《Journal of Business & Finance Librarianship》2013,18(1):44-50

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Towards The Integration of the Pastoral and the Academic?     

Andy Sceeny 《Pastoral Care in Education》2013,31(1):62-67

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Cultural dimensions of decisions about educational participation among 14‐ to 19‐year‐olds: the parts that Tomlinson doesn't reach     

Andy Furlong 《教育政策杂志》2013,28(3):379-389

The continued increase in levels of educational participation and patterns of attainment among young people from less advantaged social backgrounds suggests that class cultures can no longer be seen as providing significant barriers to educational progression. Indeed, it can be argued that this increase in educational participation has been facilitated by a processes of cultural convergence in which the benefits derived from qualifications are more or less universally acknowledged. At the same time, it is clear that some young people are put in positions at school that effectively promote processes of cultural resistance as survival strategies.

This paper provides an overview of some of the ways in which class cultures impact on patterns of educational participation. It draws on three recent studies in an attempt to differentiate barriers to educational progress that can be tackled through school reforms from those that originate or are constantly reinforced in the community. In the light of these observations of the cultural dimensions of the educational decisions of 14‐ to 19‐year‐olds, a brief assessment is made of the likely impact of the Tomlinson proposals.  相似文献   

Between literary education and academic learning: the study of literature at secondary school in late imperial Russia (1860s–1900s)     

Andy Byford 《History of education》2013,42(6):637-660

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