A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme     

Lincoln Gill  Barney Dalgarno 《Technology, Pedagogy and Education》2017,26(4):439-456

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Back to the future: A methodology for comparing old A-level and new AS standards     

Gill Elliott  Mike Forster  Jackie Greatorex  John F. Bell 《Educational studies》2002,28(2):163-180

Curriculum 2000 has meant significant change for the post-16 sector. New qualifications have been introduced (e.g. the new Advanced Subsidiary examination) and the number of students involved in education and training post-16 has increased. In this scenario how can the standards of new qualifications, particularly the new Advanced Subsidiary examinations, be compared with those of previous qualifications? One method is to use the prior achievement of candidates (i.e. GCSE results) as a basis for comparison of their results on subsequent qualifications (i.e. A levels and AS). This method of comparability and its limitations will be explored using examples with actual data.  相似文献   

Controversial Conversations in Science: Incorporating the Science “Sex Box”     

Puneet Gill 《American journal of sexuality education》2016,11(1):18-26

Science classrooms—and science textbooks—are proving to be challenging spaces for education that contradicts abstinence-only-until-marriage (AOUM) sex education. However, science educators can teach against this knowledge in a way that is critical of oppressive language. In fact, having explicit dialogue about gender identities and sexual orientation can help uncover oppressive cultural attitudes and help science educators challenge universal views of the human body. This article examines two narratives that use a pedagogic practice to help them teach in AOUM environments. The first narrative discusses personal experiences of the author as a science teacher and the dilemmas faced by including what I call a “sex box” in a life science class. The second narrative discusses an excerpt from a research study conducted with life science teachers in which a participant uses this same method. The purpose of this discussion is to help expose the science classroom as a place to have meaningful discussions, even with policies and cultures that do not support the discussion of safe sex for minority human sexualities.¹ This article suggests future science teachers and present teachers alike can advocate for the incorporation of national standards that counteract overtly discriminatory policies.  相似文献   

Influences of the learning environment of a Regional University Campus on its international graduates     

Bronwyn Ellis  Janet Sawyer  Rod Gill  John Medlin  Digby Wilson 《The Australian Educational Researcher》2005,32(2):65-85

Staff and students at small regional campuses often consider them to be a learning environment with many advantages. Students can benefit from the opportunities for enhanced access to staff provided by factors such as small classes and a compact campus. International students from non-English-speaking backgrounds are one group for whom these factors can be particularly helpful in their adjustment to a new society as well as in their continuing study program. This belief is tested in the study described in this paper. Factors identified by international students as influencing their learning at a small campus situated a considerable distance from the state capital indicate strengths to be built on and celebrated and areas that call for the development of strategies to improve the quality of that learning environment. Former international student graduates were surveyed concerning their perceptions of their regional Australian university experience and the professional preparation it provided. Other Australian higher education institutions, particularly those with regional campuses, can make use of the insights gained through the study: as well as having implications for the provision of a quality learning experience and environment for all students, not only international students, they also have a bearing on international marketing strategies.  相似文献   

Creating spaces to belong: listening to the voice of girls with behavioural,emotional and social difficulties through digital visual and narrative methods     

Melanie Nind  Georgie Boorman  Gill Clarke 《International Journal of Inclusive Education》2013,17(7):643-656

While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and narrative methods we have been listening to girls excluded from mainstream education. They attend Kahlo School, a small special, girl-only secondary provision in the south of England, and our focus has been on gathering their views as stakeholders in the school and engaging them in curriculum and school development. In this paper, we reflect on the affordances of visual and digital methods and on how the girls perceive their educational inclusion and exclusion. We discuss the themes of space, identity, relationships and community that have emerged from analysis of the data, and conclude by outlining the importance of the core messages about belonging and not belonging that we heard in the girls' accounts.  相似文献   

In,out or somewhere in between? Disabled students' and teacher aides' experiences of school     

Gill Rutherford 《International Journal of Inclusive Education》2013,17(8):757-774

Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the ‘solution to inclusion’. This widespread practice has occurred within a research and policy void, despite the growing body of international research literature that contests its efficacy and equity. Drawing from the findings of a qualitative study, the purpose of this paper is to develop an understanding of the school experiences of disabled students, from their and teacher aides' perspectives. Interpreted within a framework of current disability, social justice and sociology of childhood theorising, the findings are presented as a continuum of educational contexts, in which students (and aides) were (1) fully included in all aspects of school, (2) partly included/assimilated in aspects of school life, and (3) excluded from regular school. The findings are consistent with those of international research in illuminating the pivotal, complex and ambiguous role that aides play in both helping and hindering disabled students' educational presence, participation and achievement. The paper concludes with an outline of changes that may be instrumental in bringing about a more inclusive education system for all students.  相似文献   

Performance Management for Teachers: Headteachers' perspectives     

Gill Haynes  Ted Wragg  Caroline Wragg  Rosemary Chamberlin 《School Leadership & Management》2013,33(1)

For the first time, the performance of teachers in England and Wales is being directly linked to their pay. This article traces the introduction and implementation of one strand of the UK government's performance-related pay strategy, Performance Management, from the perspective of 12 primary and secondary headteachers of schools located in three different regions of England. The empirical data gathered by the Teachers' Incentive Pay Project team, based at the University of Exeter, suggested while heads may not be against performance-related pay in principle, its practical application is seen as fraught with difficulties. The lack of guidance and clarification regarding funding arrangements, the absence of nationally agreed criteria for judging whether post-Threshold teachers should progress up the upper pay scale, and the potential divisiveness, if it is not effectively implemented, of the scheme in a culture that depends on co-operation and collaboration, meant that heads were anticipating the implementation of the link between pay and performance with some trepidation.  相似文献   

Doing right in business: can action learning develop moral sensitivity and promote ethical behaviour?     

Cheryl Brook  Gill Christy 《Action Learning: Research and Practice》2013,10(3):214-229

The question addressed in this paper is whether action learning as a management development technique can be more effective in promoting ethical decision-making than more traditional approaches. Recent examples of moral failures which have emerged in both corporate and public sector organisations in the UK during recent years have prompted a review of some of the literature about the teaching of business ethics in and by business schools. While the use of theoretical approaches to ethical analysis (such as consequentialist and deontological approaches), coupled with the discussion of scenarios or cases is a common way of structuring the teaching of business and organisational ethics, it may be limited as an approach insofar as it does not necessarily address the affective aspects of the learning process which contribute to the development of moral sensitivity and moral character. It is suggested that an action learning approach may help fill this gap, particularly if coupled with an Aristotelian focus on the development of moral character. Action learning as a technique seeks to replace instruction with facilitation, and to enable individual personal growth rather than the acquisition of knowledge. It emphasises practical action in the workplace and working with peers as part of an action learning set. The action learning method may be more suitable to fostering both technical/scientific wisdom (poeisis) and practical or prudential wisdom (phronesis) and could be adapted for use with both business students and practising managers.  相似文献   

Public Policy     

Dr. D.C. Pitt  Kay Gill  Susan E. Tufts  Robert J. Huffman  Mary Michelle Watkins  Norman L. Rosenberg 《Communication Booknotes Quarterly》2013,44(3-4):37-38

GOVERNMENT AND INDUSTRY RELATIONS: KEY ISSUES IN THE US TELECOMMUNICATIONS INDUSTRY by Dr. D.C. Pitt (Economic and Social Research Council, 160 Great Portland St., London WIN 6BA—L3.50, paper)

STATE GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—price not given)

GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—$350)

RESEARCH SERVICES DIRECTORY edited by Robert J. Huffman, and Mary Michelle Watkins (1987—$290)

PROTECTING THE BEST MEN: AN INTERPRETIVE HISTORY OF THE LAW OF LIBEL by Norman L. Rosenberg (Chapel Hill: University of North Carolina Press, 1986—$29.95)

MEDIA LAW by Ralph L. Holsinger (New York: Random House, 1987—price not given)

COMMONSENSE COPYRIGHT: A GUIDE TO THE NEW TECHNOLOGIES by R. S. Talab (McFarland & Co., Box 611, Jefferson, NC 28640—$14.95, paper)  相似文献   

The research support libraries programme access survey     

Ronald Milne  Gill Davenport 《New Review of Academic Librarianship》2013,19(1):23-39

Major holdings libraries within the UK higher education (HE) sector have until very recently received no compensation for the ‘burden’ imposed by visiting research‐active staff and students from other UK higher education institutions. The joint UK higher education funding bodies' Research Support Libraries Programme (RSLP) Access strand seeks to compensate the libraries for extra costs incurred in providing access and services for these ‘external researchers’. As there was no comprehensive and auditable data already available, RSLP commissioned the first large‐scale survey of the use made of UK higher education libraries by external researchers. Almost 5,000 research‐active staff and students were surveyed. The work was carried out between March and August 1999 and measured the number (and length, where appropriate) of in‐person, e‐mail, letter, fax and telephone contacts that researchers had with libraries other than those of their own institution. It also asked respondents to list the top five UK HE libraries in terms of importance for research in their discipline(s). The survey confirmed that there is very extensive use of libraries beyond those of the ‘home’ institution and provided the data on which the RSLP Access strand annual allocations for the academic years 1999–2000 to 2001–2002 were made.  相似文献