Education and poverty in affluent countries     

Gerald Grace 《教育政策杂志》2013,28(6):855-857

This article reflects on the desire to defend and claim public education amidst the educational policy effects of contemporary neoliberal politics. The defence of public education, from schools to higher education, undoubtedly provides a powerful counter-veiling weight to the neoliberal policy logic of education-as-individual-value-accrual. At a time of intense global policy reform centred on marketisation in education, the public education institutions of the post-war welfare state are often characterised as being lost, attacked, encroached upon and dismantled. In this paper, I contend it is important to avoid mobilising a memory of public educational pasts that do not account for their failings and inequalities. Turning to a historical engagement with the emergence of neoliberal politics, the paper explores how challenges and contestations surrounding ‘the public’ from multiple standpoints converged in the rise of neoliberalism. Recognition of these convergences and contestations, I suggest, assists to provide a more nuanced account of the relationship between neoliberal reform and the welfare state, and thus of the complex task of imagining, claiming and working towards a just and equitable public education.  相似文献   

Principles of Play: a proposed framework towards a holistic overview of games in primary physical education     

Gavin Ward  Gerald Griggs 《Education 3-13》2013,41(5):499-516

The playing of games has been a long standing tradition in physical education. Yet despite its history, the teaching of games within primary physical education lessons remains something of a weakness. This is most evident through a continued focus upon skill acquisition and a lack of fostering of a real ‘tactical understanding’ of game play. Despite attempts to rectify this issue through the development of instructional models, a lack of conceptual clarity remains. This paper proposes a framework that goes some way to rectify this ambiguity by proposing to focus upon what are referred to as ‘Principles of Play’. It is recommended that this approach should become the focus when conceptualising what constitutes primary games lessons.  相似文献   

A ‘whole-school/community development’ approach to preventing and countering bullying: the Erris Anti-Bullying Initiative (2009–2011)     

Stephen James Minton  Michelle O' Mahoney  Rose Conway-Walsh 《Irish Educational Studies》2013,32(2):233-249

This paper describes how a ‘whole-school/community development’ anti-bullying programme was designed, implemented and evaluated in an initiative in Erris, Co. Mayo, Ireland, involving local primary and post-primary schools and community groups. Students from seven participating schools (five primary, two post-primary) completed modified versions of the Olweus Bully/Victim Questionnaire both prior to and following programme implementation. Thereafter, there were reductions in students' reports of involvement in bully/victim problems and increases in their reports of feelings about bullying and countering bullying that were consistent with an anti-bullying ethos. The sizes of these effects were modest, in some cases perhaps due to the significantly low incidence of students' involvement in bully/victim problems prior to the programme. This model is in continued use in Erris, and in its further development it is intended to seek out opportunities to implement and evaluate it in other locations.  相似文献   

Conflict and gaining in instruction and performance     

Gerald T. Kowitz  Jay C. Smith 《Performance Improvement》1989,28(8):28-32

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Theory for incompressible fluid turbulence     

Francis J. Testa  Gerald Rosen 《Journal of The Franklin Institute》1974,297(2):127-133

The functional integral representation for the space-time Hopf characteristic functional associated with boundary-free incompressible fluid turbulence is evaluated accurately to order R^-2, where R is the dimensionless Reynolds number in the theory. This work extends the results obtained previously for C-dominant turbulence to the regime of experimentally accessible large Reynolds numbers. We obtain a characteristic functional of non-Gaussian form as an asymptotically exact solution to the theory for large values of R. Two-point and three-point velocity correlation tensors of physical interest are derived from the characteristic functional.  相似文献   

Note on “operational approach to non-linear circuit analysis”     

Gerald H. Cohen 《Journal of The Franklin Institute》1951,252(1):63

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The position in Northern Ireland     

Rev. Gerald Myles B.A. 《British Journal of Religious Education》1942,9(1):34-37

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An Expert System Helps Students Learn Database Design     

Gerald V. Post  Thomas G. Whisenand 《Decision Sciences Journal of Innovative Education》2005,3(2):273-293

Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web‐based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances student learning. The system also provides a more neutral learning environment in terms of personal factors such as gender and prior class work.  相似文献   

The school superintendency in connecticut's schools: An introductory analysis and preliminary standards     

Mark R. Shibles  Gerald N. Tirozzi 《Educational Assessment, Evaluation and Accountability》1995,9(4):411-428

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Judging Teachers: the social and political contexts of teacher evaluation     

Gerald Grace 《British Journal of Sociology of Education》1985,6(1):3-16

This paper argues that the assessment and evaluation of teachers in slate provided schooling in Britain has never been simply a matter of technical competence. Judging teachers has always involved social, ideological and political considerations which have varied in different historical periods.

An analysis is made of attempts to apply principles and procedures of assessment especially to teachers in urban working class schools. It is shown that these attempts have historically moved from a ‘visible’ strategy of direct imposition and surveillance to an ‘invisible’ strategy through the ethic of legitimated professionalism. Current developments in British schooling suggest, however, a possible return to more direct and visible procedures as ‘teacher incompetence’ is placed at the centre of the education problem.  相似文献