The American Heritage and Teaching About Religion     

Morris A. Inch 《Religious education (Chicago, Ill.)》2013,108(5):400-404

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'Imagining Home': women graduate teachers abroad 1880-1930     

Kay Morris Matthews 《History of education》2013,42(5):529-545

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Fashion in the classroom III: Effects of instructor attire and immediacy in natural classroom interactions     

Joan Gorham  Stanley H. Cohen  Tracy L. Morris 《Communication quarterly》2013,61(3):281-299

This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported.

This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference?  相似文献   

Evaluating the effectiveness of the university supervisor of student teachers: Role of the coordinator of field experiences     

John E. Morris 《Peabody Journal of Education》2013,88(2):148-151

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The Adaptation of the ‘Formal Doctrine’ of an Imported Curriculum Innovation     

Paul Morris 《课程研究杂志》2013,45(3):257-262

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What were the processes and outcomes of involving secondary school pupils transitioning from primary to secondary school in pre-arrival shared-reading? A case study     

Alison Baverstock  Jackie Steinitz  Julie Morris  Catherine Fenwick 《Education 3-13》2013,41(8):933-956

ABSTRACT

Coombe Boys’ School in New Malden worked with Kingston University to establish a ‘Big Read’, a scheme of pre-arrival shared-reading for boys transitioning from local primary schools into year 7 of the Coombe Boys’ secondary school. A novel was chosen for shared-reading, and all arriving pupils were given a copy at their Induction Day (at the end of the summer term). Copies were also made available to all staff. The book was the basis of group-based activities during the school’s Summer School (three weeks before of the start of the autumn term) and of cross-curricular individual and group-based activities during the early teaching weeks of the new school year. Outcomes were monitored using online surveys of pupils, staff and parents/guardians, and through face to face interviews with individuals from representative groups. Here outcomes are reported, both direct and indirect, comparisons made with similar schemes within higher education, and recommendations are made for how the scheme might be adapted for greater effectiveness in future.  相似文献   

Pick ’n’ mix,select and project; policy borrowing and the quest for ‘world class’ schooling: an analysis of the 2010 schools White Paper     

Paul Morris 《教育政策杂志》2013,28(1):89-107

Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options.  相似文献   

The management of participation in the policy‐making process: the case of the Education Commission in Hong Kong     

Paul Morris 《教育政策杂志》2013,28(3):319-336

In 1984 the Education Commission was established as a quasi governmental body to advise on all aspects of education policy in the colony. Within the Hong Kong context the Education Commission's establishment was novel for it created a single body to advise on all aspects of education policy and it involved a greater degree of public participation in the policy making process. This paper examines the motives for its establishment, the means by which the state maintained control of the policy making process and the impact of the policy measures initiated by the Education Commission.  相似文献   

Athletics, Academics, and Rankings: The Power of Competition     

Libby V. Morris 《Innovative Higher Education》2013,38(3):171-172

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MOOCs, Emerging Technologies, and Quality     

Libby V. Morris 《Innovative Higher Education》2013,38(4):251-252

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