“It’s not just an idea”: Practicing the good life in a high security prison     

Elizabeth Phillips  Ryan Williams 《Review of Education, Pedagogy & Cultural Studies》2020,42(4):311-330

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Discourses and Subjectivities of the Gendered Teacher     

J. Camille Cammack  Donna Kalmbach Phillips 《Gender and education》2002,14(2):123-133

In this study, the authors ask the question, 'What does it mean to wear the labels "teacher" and "female"?' Eighteen Master of Arts in Teaching students volunteered to participate in a Gender Issues Seminar at a large US public state university. Their language, recorded through audio-recordings, response journals, and autobiographical webs become the basis for analysis. Applying post-structural feminist theory, the authors identify powerful discourses determining what it means to be 'female' and 'teacher.' The study illustrates how the discourse of teaching as acceptable women's work and the discourse of patriarchy work upon the subjectivity of women as they struggle with what it means to be teacher/woman. The authors then partially deconstruct these discourses, considering implications for teacher educators.  相似文献   

Defending the Boundaries: Identifying and Countering Threats in a Usenet Newsgroup     

David J. Phillips 《The Information Society》1996,12(1):39-62

This article is an account of a Usenet newsgroup whose participants, in response to a perceived 'invasion' of 'barbarians,' explored and articulated the value of the group, the nature of the crisis facing it, and the strategies available to meet the crisis. The newsgroup facilitated political and personal support for some gay, lesbian, or bisexual men and women. The primary threat to the group was the increasing number of newcomers who were oblivious to established norms, who tended to view access to the group as a commodity, and who attempted to impose 'outside' paradigms on the operations of the group. Defensive strategies involved calling on rhetorical devices (such as flaming or ostracism) or structural resources (such as employers, network operators, or lawsuits). All strategies had the potential to backfire, but rhetorical strategies were less risky, more available, and more community affirming than strategies requiring access to structural resources. Through this account, the article addresses the mutual linkages and dependencies between the social and technical organization of computer-mediated communication (CMC) networks, the community-building activities taking place through those networks, and the social, legal, and economic structures in which those networks are embedded.  相似文献   

Systematic Mentoring for New Faculty Teachers and Graduate Teaching Assistants   总被引：3，自引：0，他引：3  

Peg Boyle  Bob Boice 《Innovative Higher Education》1998,22(3):157-179

This study reports on the development and assessment of two mentoring programs, one for new faculty and one for new graduate teaching assistants. The first program was an externally funded, elaborate program; and it suggested the centrality of factors such as sustained, involving relationships for best outcomes with protégés. The second project, with newcomers to graduate study, demonstrated that a simpler program focusing on involvement within the pair and group meetings produces promising results. From both these projects, we developed a replicable model of systematic mentoring; and we obtained a clear picture of the styles and skills of exemplary mentors.Peg Boyle: Graduated from the State University of New York at Stony Brooknow resides in Boone, North Carolina  相似文献   

Exploring an emerging landscape: A metaphor for university academics working with, in and for schools     

Shirley Grundy  Anne Jasman  Anne Mountford  Peta Newbound  Annette Phillips  Judy Robison  Lorraine Strickland  Diane Tomazos 《The Australian Educational Researcher》1999,26(3):37-56

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Improving customer satisfaction: A lesson learned by finding the reason a car engine does not start     

Bob Cicerone 《Performance Improvement》2009,48(7):5-9

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Using ROI to demonstrate performance value in the public sector     

Jack J. Phillips  Patti Phillips 《Performance Improvement》2009,48(4):22-28

The demand for accountability through measurement continues to increase. Although much progress has been made, it remains an issue that challenges even the most sophisticated and progressive performance improvement function. This article provides an overview of best practices in the return‐on‐investment process and describes how applying these measurement practices can have a positive impact on organizational performance and the credibility of performance improvement professionals in the public sector.  相似文献   

Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature   总被引：1，自引：0，他引：1  

Linda M. Phillips  Stephen P. Norris 《Research in Science Education》2009,39(3):313-319

In this paper we make the case that the language of school science and the language of science are widely divergent. We trace the divergence to a simple view of reading that prevails not only in science education but in most of schooling. Based upon the importance of language in science and the role of language in capturing the essential nature of scientific reasoning, we conclude that conceiving of reading as a form of inquiry could assist in bringing the two languages more into alignment. We recommend the use of adapted primary literature as one curriculum and instruction innovation that can be useful in illustrating the nature of reading as inquiry.  相似文献   

Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford   总被引：1，自引：1，他引：0  

Anat Yarden  Hedda Falk  Marta Federico-Agraso  María Pilar Jiménez-Aleixandre  Stephen P. Norris  Linda M. Phillips 《Research in Science Education》2009,39(3):391-395

In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then we offer more specific comments on two areas of her response, authenticity and the support for teachers.  相似文献   

Learning to Teach About Ideas and Evidence in Science: The Student Teacher as Change Agent     

Martin Braund  Bob Campbell 《Research in Science Education》2010,40(2):203-222

A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and evidence and the nature of science encountered by student teachers training to teach in the age range 11–16 in schools in England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews and students’ reports to assess the impact of the project on student teachers and to what extent any influences survived when they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors limited newly qualified teachers’ chances to use new lessons and approaches and therefore act as change-agents in schools, the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were durable gains.  相似文献