This way please! Improving school leadership: the OECD way     

Gerry Mac Ruairc 《Journal of educational administration and history》2010,42(3):223-246

In August 2008, the OECD published Improving School Leadership Volume 1: Policy and Practice and Improving School Leadership Volume 2: Case Studies on System Leadership. The main objectives of these reports were to compare school leadership policy between participating countries and to identify innovative practices and options for policy development. As part of the preparation for the final report, a background report on school leadership in the Republic of Ireland was prepared by the Department of Education and Science in 2007. This report will be analysed in this paper in order to identify the degree to which the background report achieved the objective of capturing the current and emerging issues facing school leaders in Ireland. A critique of the ‘one size fits all’ approach to policy in the area of school leadership detailed in Volume 1 of the OECD report follows. This critique contests that some of the policy recommendations contained in the report are based on a narrow and selective range of supporting evidence. A number of these are a cause of some concern particularly when considered in the context of specific features of the schools in the Republic of Ireland.  相似文献   

Marking identifiable scripts: following up student concerns     

Cathy Owen  John Stefaniak  Gerry Corrigan 《Assessment & Evaluation in Higher Education》2010,35(1):33-40

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Opportunity for change in the future roles for the health library and information professional: meeting the challenges in NHS Scotland     

Maclean G 《Health information and libraries journal》2006,23(Z1):32-38

BACKGROUND: NHS Education for Scotland (NES) is the Special Health Board responsible for supporting best practice in education, training and development for all staff groups within NHS Scotland. As part of its remit, the Knowledge Services Group within NES is responsible for the e-Library, a national electronic resource providing and supporting access to the evidence base. The Knowledge Services Group also supports the national development of library services to NHS Scotland. AIMS: This article aims to provide a reflective overview of some recent challenges within the health library and information field in Scotland, and the positive role opportunities these have afforded. METHODS: The information was gathered through extensive professional interaction with staff across the sector over the first year of establishing the new role of Librarian Staff Development Manager. FOCUS: New roles have emerged for health library and information professionals generally; for example, in response to new technology or new user groups. The development of the NHS Scotland e-Library provides examples of role development that emerges symbiotically from core skills applied to a new situation or applied in an innovative way. Role development among health library and information professionals operating at the local service level can be both reactive and proactive. Working together, the partnership between the national Knowledge Services Group and local library and knowledge services for NHS Scotland has resulted in the emergence of additional new roles, extending the role portfolio of the local professional (for example, the Librarian-Tutor role) and supported by other national infrastructures (for example, the competency framework initiative).  相似文献   

The Origins of Grammar: An Anthropological Perspective     

Gerry Gregory 《Changing English: An International Journal of English Teaching》2011,18(1):119-121

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Emerging teachers–emerging identities: trust and accountability in the construction of newly qualified teachers in Norway,Germany, and England     

Gerry Czerniawski 《欧洲师范教育杂志》2011,34(4):431-447

Within the context of globalisation, this article problematises some of the literature on teachers’ professional identities in which a convergence and homogenisation of the profession is implied. It achieves this by focusing on the early experiences of 32 newly qualified teachers in Norway, Germany, and England. The article explores conceptions of identity, deployed for this research, relating these to high- and low-trust forms of trust and accountability in teaching. Aspects of similarity and difference between the three education systems are then used to focus on generic as well as culturally specific issues raised by some of the interview extracts.  相似文献   

Summer science program at Appalachian State University     

John Tashner  Richard Stahl  Debby Carr 《Roeper Review》2013,35(3):22-23

Practical problems of the gifted dyslexic are explored through a case study, that of an unusually talented craftsman who is both dyslexic and epileptic, and whose school history is reviewed and evaluated.  相似文献   

Leadership,capacity building and school improvement: concepts,themes and impact     

Gerry Mac Ruairc 《Journal of educational administration and history》2013,45(1):111-112

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Grade co‐ordination and the remote tutor     

John McAleer  Gerry McAleavy 《Open Learning》2013,28(3):48-50

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From looking at our schools (LAOS) to whole school evaluation -management, leadership and learning (WSE-MLL): the evolution of inspection in irish schools over the past decade     

Gerry McNamara  Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2012,24(2):79-97

This paper attempts to provide an overview of the key assumptions underpinning the Whole School Evaluation (WSE) inspection policy developed in Ireland since 2003. Beginning with a documentary analysis the paper argues that the capacity to generate useful self evaluative data in schools was seen as being at the heart of the model of school evaluation proposed by the Department of Education and Science. It further suggests that while the rhetoric of self evaluative capacity building has been key to the emerging system the lack of a meaningful structural response within schools means that this has remained aspirational. The latter part of the paper seeks to test this contention, examining the research base in the area of school evaluation and inspection in Ireland and conducting a number of targeted focus groups with school leaders. For the most part the initial contention is confirmed although there is a sense that there may be significant new pressures emerging in the near future that could cause the whole system to be revisited and perhaps be radically overhauled. An initial indicator of these potential changes can be seen in the emergence of a refined WSE Management, Leadership and Learning inspection policy which has yet to be widely implemented.  相似文献   

Perceived Classroom Interaction,Goal Orientation and Their Association with Social and Academic Learning Outcomes     

Maren Stahl Lerang  Sigrun K. Ertesvåg  Trude Havik 《Scandinavian Journal of Educational Research》2013,57(6):913-934

This study aimed to investigate students’ perceptions of classroom interaction and goal orientation in association with academic achievement, school non-attendance, and disobedience among students in lower-secondary schools. The sample contained 1975 students from grades 8–10 (age 14–16) in 11 Norwegian lower-secondary schools. The results generally supported the theoretical model in which classroom interaction is significantly associated with goal orientation, which in turn is associated with academic achievement, school non-attendance, and disobedience. However, some grade-specific relations were observed.  相似文献