Academic Behavior and Performance Among African American Youth: Associations with Resources for Resilience     

Ashley A. Chesmore  Willie Winston  Sonya S. Brady 《The Urban Review》2016,48(1):1-14

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MakeAbility: Creating Accessible Makerspace Events in a Public Library     

Tara Brady  Camille Salas  Ayah Nuriddin  Walter Rodgers  Mega Subramaniam 《Public Library Quarterly》2014,33(4):330-347

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Developing inclusive teachers from an inclusive curricular perspective     

Renato Opertti  Jayne Brady 《Prospects》2011,41(3):459-472

This article defines inclusive education in light of the Education for All agenda. It then describes key considerations for developing inclusive teachers from the perspective of an inclusive curriculum which seeks to address the needs of all learners. It concludes by outlining several key policy discussion areas which must be addressed if inclusive educational reforms are to be sustained.  相似文献   

Indigenous Australian Education and Globalisation     

Wendy Brady 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):413-422

This article focuses on the impact of colonisation and its associated impact on Indigenous teaching and learning. Western European institutions have dominated Indigenous ways of knowing and in Australia this has led to barriers which restrict the participation of Aboriginal people in education systems. Globally Indigenous people are attempting to bring into the introduced educational systems culturally appropriate teaching and learning practices so that a more holistic approach to education can become the norm rather than the exception. The relationship between Indigenous knowledge and western European concepts of knowledge and knowing need to placed in a framework of mutual interaction so that not only do Indigenous people benefit, but so do non-Indigenous educators and students.  相似文献   

‘Epistemic chaos’: the recontextualisation of undergraduate curriculum design and pedagogic practice in a new university business school     

Norman Brady 《British Journal of Sociology of Education》2015,36(8):1236-1257

This paper is based on a qualitative case study of undergraduate curriculum design and pedagogic practice in the new University Business School (UBS). Data were collected using semi-structured interviews with 24 academics from across a range of business sub-disciplines together with an extensive documentary review of materials relating to two undergraduate degree programmes. The case study found that the UBS curriculum had become recontextualised as a ‘business project’ in which programmes were constructed as ‘products’ for the higher education market. The associated pedagogy was largely confined to behaviourist problem–solution routines based on narrow projections of the ‘real world’ of business. This paper contends that UBS undergraduate programmes were designed in a generic mode in response to the material and discursive influences of marketisation. As a consequence, ‘epistemic chaos’ had arisen in which knowledge and pedagogy had become fragmented and amorphous.  相似文献   

The many voices of the English classroom     

Anne Turvey  Monica Brady  Abbie Carpenter  John Yandell 《English in Education》2006,40(1):51-63

In the field of English much attention has been focused on the teaching and assessment of isolable, decontextualised skills. This paper contests such versions of English, insisting on the continuing need to conceptualise the English classroom as a social space where a number of voices meet. It places the particular accounts of two English teachers and their classrooms within a tradition that pays attention to the subjectivities, cultures and histories of school students and to the relationships that are built up over time.  相似文献   

Exploring teachers' perceptions of children's imaginative writing at home     

Josephine Brady 《English in Education》2009,43(2):129-147

This study explores an area of writing that has been largely neglected – children’s imaginative writing at home. In an educational climate dominated by the standards agenda and top‐down directive discourses, this study draws inspiration from children who are creating opportunities for writing themselves and are developing agency through their writing at home. The positive approach to reading advocated in Margaret Clark’s (1976) seminal work on ‘young fluent readers’ has been very influential. Rather than reporting what children are unable to do, Clark explored the early experiences and home setting of competent pre‐school readers, posing the question: what can they teach us? Taking this lead, one of the premises of this study is that we should similarly seek to understand the experiences of young competent writers so that we can learn more about children who choose to write of their own volition outside of school. This paper presents the findings of the preliminary phase of an ongoing doctoral study. Drawing on questionnaire data, it specifically focuses upon Year 5 and 6 teachers’ views of children’s imaginative home writing, exploring problems of identification and teachers’ perceptions of their pupils as imaginative writers at home.  相似文献   

A precision pressure gauge     

Edward J. Brady 《Journal of The Franklin Institute》1919,187(4):499-501

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An Acceptance and Mindfulness‐Based Approach to Social Phobia: A Case Study     

Victoria Popick Brady  Sarah M. Whitman 《Journal of College Counseling》2012,15(1):81-96

Over the past few years, there has been a proliferation of theoretical discussions and empirical research on the use of acceptance and mindfulness‐based therapies to treat anxiety disorders. Because these treatment approaches are in their infancy, many clinicians may still be uncertain about how to apply such treatments in their work with clients. This case study demonstrates the successful use of an acceptance‐based approach for the treatment of social anxiety disorder in a student in a college counseling center.  相似文献   

Change Management in Public Libraries: Research-Based Political Strategies     

Michael M. Widdersheim  Brady D. Lund  Betty Jebet Kemboi 《图书馆管理杂志》2013,53(7):693-742

Abstract

This study presents seven change management strategies for public libraries: (1) specify the major issue, (2) map the decision cycle, (3) identify circuits and tessellations, (4) target receptive audiences, (5) mobilize civil society support (6) minimize resistance with win-win issues, and (7) maintain legitimizing processes. These strategies are derived from historical case study of a single US case over a 93-year span. The strategies are elaborated using qualitative data from the case. The findings build on existing literature and contribute new knowledge and new methods to the research area. The strategies have practical import for public library managers.  相似文献