Public policy and finality in teacher/board bargaining: The ontario case     

Bryan M. Downie 《Interchange》1978,9(3):2-22

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1265: An examination of some of the management implications of directed time     

Bryan J. Cowan  Nigel Wright 《School Leadership & Management》2013,33(3):301-314

This enquiry seeks to establish how some secondary school headteachers have directed their DEs‐prescribed allocation of 1265 hours. Investigations focus particularly on those management processes used to determine the budget, the measures employed to ensure a flexibility in a budget once it has been defined, and some effects of budgeting on meetings. The allocation of hours to specific school tasks is scrutinized and the authors conclude with recommendations and suggestions for improving budgeting decisions in the future.  相似文献   

A Prevalidation of the Product‐Process Matrix     

Bryan Ashenbaum 《Decision Sciences Journal of Innovative Education》2013,11(4):313-322

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Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children     

Sharon Vaughn  Rebecca Zumeta  Jeanne Wanzek  Bryan Cook  Janette K. Klingner 《Learning disabilities research & practice》2014,29(3):90-92

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Expression and Reception: An Analytic Method for Assessing Message Production and Consumption in CMC     

Kang Namkoong  Dhavan V. Shah  Bryan McLaughlin  Ming-Yuan Chih  Tae Joon Moon  Shawnika Hull 《Communication methods and measures》2017,11(3):153-172

This article presents an innovative methodology to study computer-mediated communication (CMC), which allows analysis of the multi-layered effects of online expression and reception. The methodology is demonstrated by combining the following three data sets collected from a widely tested eHealth system, the Comprehensive Health Enhancement Support System (CHESS): (1) a flexible and precise computer-aided content analysis; (2) a record of individual message posting and reading; and (3) longitudinal survey data. Further, this article discusses how the resulting data can be applied to online social network analysis and demonstrates how to construct two distinct types of online social networks—open and targeted communication networks—for different types of content embedded in social networks.  相似文献   

Travel Journalists and Professional Identity     

Bryan Pirolli 《Journalism Practice》2017,11(6):740-759

Online resources are increasingly facilitating research for those traveling for business or leisure. Professionally produced articles and guides are now consulted alongside TripAdvisor, blogs, wikis, and other non-professional sources. This research seeks to understand the role of travel journalists, to explore their occupational ideology and how they distinguish themselves from other content creators. Through content analysis and interviews with English-speaking journalist and bloggers who focus on Paris as a destination, researchers were able to identify an ideology specific to professional travel journalists. Ultimately they do not do anything that amateur writers cannot, and often rely on their branded publication to give them credibility. Travel journalists do, however, adopt some practices inherent to bloggers interviewed, including moving towards more personal writing and lowering reporting standards, while resisting social media. While in a moment of identity crises, travel journalists still differentiate themselves from bloggers, further research will reveal if this phenomenon is unique to a highly mediatized destination like Paris.  相似文献   

From teaching from the heart to teaching with a heart: Segmenting filipino college students’ views of their teachers’ caring behavior and their orientations as cared-for individuals     

Allan B. de Guzman  Ramon Kristoffer C. Torres  Millard M. Uy  Joseph Bryan F. Tancioco  Elmore Y. Siy  Jomar R. Hernandez 《Asia Pacific Education Review》2008,9(4):487-502

Caring, as a universal human phenomenon, should permeate elementary, secondary and tertiary level instruction. The practice of teaching, especially at the tertiary level, is not only substantial and procedural but relational as well. To teach with a heart is the essence that makes teaching a form of caring. When teaching is viewed as a form of caring, teachers become relational geniuses in their own right. This study is an attempt to segment Filipino college students’ views (n=1000) of their teachers’ caring behavior and their orientations as cared-for individuals. The identified clusters of teacher roles that indicate caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context ofextraordinariness. Such extraordinariness spells out a big difference in the way teachers practice the so-calledsingle loop caring or caring visibility anddouble- loop caring or caring presence. The former refers to teaching from the heart while the latter pertains to teaching with a heart. Interestingly, the extent to which teachers’ caring behavior is felt and experienced by the students positively shapes their orientations as cared-for individuals.  相似文献   

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation     

Henderson  J. Bryan  Zillmer  Nicole  Holton  April  Weiner  Steven  Greenwald  Eric  Goss  Megan  Lopez  M. Lisette  Morales  Christina  Pearson  P. David  McNeill  Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815

Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence...  相似文献   

‘Playing with or like the girls’: advancing the performance of ‘multiple masculinities in Black boys’ childhood play’ in U.S. early childhood classrooms     

Nathaniel Bryan 《Gender and education》2019,31(3):309-326

Play is a gendered activity among young children, especially boys. Boys often tend to be more actively engaged in the (re)production of gendered play. However, most research studies and conceptual papers have misread, ignored, devalued, or scrutinized the gendered ways Black boys engage in play. This idea is particularly true for Black boys who may not play within the monolithic gendered expectations of childhood play. Drawing from [Connell, R. W. (1995). Masculinities. Berkeley: University of California Press] notion of multiple masculinities, I propose what I call the performance of ‘multiple masculinities of Black boys’ childhood play’ to embrace the ways some Black boys engage in play activities, which may not fit within the performance of hegemonic and Black masculine norms and expectations. In so doing, I call for educators to broaden how we view Black boys, and our definition of Black masculinity so that embracing what might be traditionally called ‘less masculine’ and/or stereotypically feminine could be valued male traits. Recommendations are provided for early childhood educators to support the confluence of ways Black boys engage in play experiences.  相似文献   

Does calibration reduce variability in the assessment of accounting learning outcomes?     

Brendan O’Connell  Paul De Lange  Mark Freeman  Phil Hancock  Anne Abraham  Bryan Howieson 《Assessment & Evaluation in Higher Education》2016,41(3):331-349

Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence.  相似文献