Editorial     

Helen M. Gunter  Tanya Fitzgerald 《Journal of educational administration and history》2009,41(4):307-310

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The Education of White Elites in South Africa     

M. J. Ashley 《比较教育学》1971,7(1):32-45

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from the president     

Neil C. Gunter 《Counselor Education & Supervision》1975,15(1):4-5

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Thinking Theory: The field of education management in England and Wales     

Helen M. Gunter 《British Journal of Sociology of Education》2000,21(4):623-635

The field of education management has grown rapidly in the past 30 years with members positioning themselves in all parts of the education system. The main claim for distinctiveness is working with and on behalf of the practitioner, and intellectual positioning is based on the nature of intervention with the practitioner such as empirical research, course provision, and consultancy. In undertaking an intellectual analysis of the field, Bourdieu's theory of practice, developed through and with Habitus and Field, is used to think with and to develop an understanding of the 'possibilities' and 'traps' for the professional practice of field members.  相似文献   

In Search of Belonging: Latinas,Media, and Citizenship by Jillian Báez     

Ashley Walter 《Mass Communication and Society》2019,22(3):420-422

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When Fact Conceals Privilege: Teaching the (Shared?) Reality of Disability          下载免费PDF全文

Ashley Taylor 《Educational theory》2017,67(2):131-151

Disability studies in education scholars have discussed the need to engage students, and certainly preservice teachers, in critical discussion of disability as a concept. To better understand what such critical discussion entails, Ashley Taylor examines the pedagogical implications of promoting an understanding of disability as a shared experience of being human. In particular, Taylor is concerned with how the appeal to a shared experience of disability (which she calls “the shared reality view”) might contribute to or impede students' development of critical attitudes toward ableist social and educational practices. She describes two chief limitations of the shared reality view and argues that these complicate efforts to teach about disability in ways that avoid reinforcing students' existing beliefs. Taylor concludes by offering a pedagogical framework that retains valuable aspects of the shared reality view while avoiding its limitations.  相似文献   

DIMENSIONALITY AND MEASUREMENT INVARIANCE OF A SCHOOL READINESS SCREENER BY ETHNICITY AND HOME LANGUAGE     

Matthew Quirk  Ashley Mayworm  Kelly Edyburn  Michael J. Furlong 《Psychology in the schools》2016,53(7):772-784

This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP) when used to rate the school readiness of children from different ethnic backgrounds (Latino or White, non‐Latino), as well as from households where a different language was predominant (Spanish or English). Teachers rated the readiness of 9,335 children during the first month of kindergarten in four ethnically diverse, medium‐sized school districts in central California. From the total sample, two overlapping subsamples (S1 and S2) were identified. First, a series of confirmatory factor analyses were conducted with S1 (n = 7,787) to examine the dimensionality and measurement invariance of the KSEP with children who identified as either Latino or White at the time of kindergarten enrollment. Next, the same set of analyses were replicated with S2 (n = 9, 234) to examine whether results held for students from households where the primary language spoken was Spanish or English. Results yielded evidence supporting a two‐factor structure encompassing social‐emotional and cognitive dimensions of children's readiness. In addition, results showed the KSEP exhibited measurement invariance across student ethnicities (Latino/White) and home languages (Spanish/English). The results of this study provide psychometric evidence that is particularly important for a universal school readiness screener.  相似文献   

Correction to: The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers     

Traga Philippakos  Zoi A.  Voggt  Ashley 《Reading and writing》2021,34(7):1823-1823

Reading and Writing - A correction to this paper has been published: https://doi.org/10.1007/s11145-021-10141-w  相似文献   

Immortal Brands? A Temporal Critique of Promotional Culture     

Devon Powers  Ashley Pattwell 《Popular Communication》2015,13(3):202-215

This article contributes to the theoretical analysis of branding and promotional culture by exploring how professional practice, legal systems, and applied academic research have championed a notion of the brand that is powerful, durable, and everlasting—in a word, “immortal.” We argue that this immortalized brand challenges emerging critical scholarship through its ignorance of the brand’s weaknesses and limitations, especially as they pertain to time and history. To counter that challenge, we argue for a heightened awareness of the brand’s temporality. In the service of this goal, this article explores several cases of aging brands, retro brands, and abandoned trademarks to showcase how consideration of brands in time reveals their contingent and historical nature.  相似文献   

Developing Assessment Practice in Institution‐wide Teaching‐Learning Initiatives          下载免费PDF全文

Cynthia A. Cogswell  Prudence Merton  Ashley Kehoe 《Assessment Update》2017,29(4):3-14

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