Evolution,revolution and development: changing perspectives on early childhood studies – theory,research and policy     

Colette Gray 《International Journal of Early Years Education》2014,22(4):343-345

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Television Teaching: Parody,The Simpsons,and Media Literacy Education     

Jonathan Gray 《Critical Studies in Media Communication》2013,30(3):223-238

This paper examines televisual parody as a media literacy educator, and the potential of parody to channel the powers of comedy and entertainment in order to “teach” the techniques and rhetoric of televisual texts and genres. It focuses on the case of the hugely successful and popular animated parodic sitcom, The Simpsons, and its playful attack on advertising and promotional culture. Currently in its 16th season, The Simpsons broadcasts to approximately 60 million viewers in 70 countries weekly, offering a playful critique of television from within the television frame.  相似文献   

Personal Malpractice Liability of Reference Librarians and Information Brokers     

John A. Gray 《图书馆管理杂志》2013,53(2):71-83

No abstract available for this article.  相似文献   

Changes in Examination Performance in English Secondary Schools over the Course of a Decade: Searching for Patterns and Trends Over Time     

Jean Mangan  Geoff Pugh  John Gray 《School Effectiveness & School Improvement》2013,24(1):29-50

The article explores changes in the examination performance of a random sample of 500 English secondary schools between 1992 and 2001. Using econometric methods, it concludes that: there is an overall deterministic trend in school performance but it is not stable, making prediction accuracy poor; the aggregate trend does not explain improvement over time at school level, where there is very considerable variation in improvement paths; there is a degree of persistence with respect to changes in performance at school level but it is short-lived; whilst there is evidence of a general upward trend across schools, there is a large amount of year-to-year variation and little evidence of sustained improvement at school level; and the model applied has little ability to forecast the direction of change for particular schools in the following year(s).  相似文献   

On the Search for Regularities in Studies of School Effectiveness and Improvement: Some Comments on Peter Tymms’ Comments     

John Gray  Harvey Goldstein  David Jesson  Keith Hedger  Jon Rasbash 《School Effectiveness & School Improvement》2013,24(2):118-122

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A behavioristic interpretation of language     

J. Stanley Gray 《Quarterly Journal of Speech》2013,99(1):36-43

This essay argues that Bitzer's situational theory provides non‐deterministic causal explanations of rhetoric by recognizing the operation of external and internal factors upon rhetors and audiences, including the necessary role of perception. Understood in this way, the theory accounts for forms of rhetorical creativity through the definition of controlling elements of situations, for the production of rhetoric as purposive action, and for the degree of accuracy or clarity with which observable features of situations have been interpreted.  相似文献   

Problems in the teaching of gesture     

Giles Wilkeson Gray 《Quarterly Journal of Speech》2013,99(3):238-252

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Bridging the teacher/researcher divide: Master’s-level work in initial teacher education     

Carol Gray 《欧洲师范教育杂志》2013,36(1):24-38

There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership.  相似文献   

An Educator's Guide to the Development of Advanced Practice Competencies in Clinical Social Work     

Jonathan B. Singer  Susan W. Gray  Dennis Miehls 《Journal of Teaching in Social Work》2013,33(5):451-470

The 2008 Educational Policy and Accreditation Standards identified 10 core competencies that all social work graduates should master. MSW programs found themselves with a need to identify knowledge, values, and skill statements that reflected what concentration-year students were expected to know and be able to do. In 2009 a group of educators convened at the Council on Social Work Education in Alexandria, VA to develop a model of advanced practice in clinical social work. This article describes the work group's process; identifies and describes the resulting advanced clinical knowledge, values, and skills statements; discusses the key debates and issues that arose during the development of the statements; and concludes with the implications for social work education and practice.  相似文献   

Re-engaging disengaged pupils in physical education: an appreciative inquiry perspective     

Shirley Gray  Jennifer Treacy  Edward T. Hall 《Sport, Education and Society》2019,24(3):241-255

Many children and young people enjoy physical education (PE), yet many do not, and subsequently become disengaged from PE. Previous research that has explored pupil disengagement from PE has focused on what teachers should do to re-engage their pupils, or has encouraged dis-engaged pupils to create a curriculum that they perceive to be socially and culturally relevant. While this research is extremely important, it does not highlight enough what teachers bring to the teaching and learning process. An alternative approach to understanding (dis)engagement in PE is to start by asking both teachers and pupils: what is currently working, why is it working, and what could be in the future? This ‘appreciative inquiry’ (AI) approach is underpinned by the belief that everyone and everything has strengths that can be developed, and that those strengths should be the starting point for change. Consequently, in establishing the use of AI as an important means of understanding and potentially enhancing PE pedagogy, this research sought to understand the successful teaching strategies developed by PE teachers to re-engage disengaged pupils. Importantly, in recognising the value of understanding pupil experiences we also explored and shared the success stories of the ‘re-engaged’ pupils. Finally, in extending the research in this area, we examined the impact that teacher engagement in the AI process had on their professional learning. As the teachers engaged in the AI process, they discussed, listened to (each other and their pupils), reflected and shared their success stories. This, in turn, appears to have encouraged them to re-articulate and re-enact their practice and learning within the context of a more positive future. They designed (and in some cases, co-design with their pupils) meaningful and empowering PE programmes for their ‘disengaged’ pupils and have subsequently made a commitment to future professional learning and inquiry.  相似文献