Research Issues in Australian Approaches to Policy Development     

Greg O'Shea 《Archives and Museum Informatics》1997,11(3-4):251-257

Drawing on his experience at the Australian Archives in policy development on electronic records and recordkeeping for the Australian Federal Government sector the author argues for greater emphasis on the implementation side of electronic records management. The author questions whether more research is a priority over implementation. The author also argues that if archival institutions wish to be taken seriously by their clients they need to pay greater attention to getting their own organisations in order. He suggests the way to do this is by improving internal recordkeeping practices and systems and developing a resource and skills base suitable for the delivery of electronic recordkeeping policies and services to clients.  相似文献   

A Preferred Approach to Management Education has a Learner‐Centred and Problem‐based Emphasis     

Tricia Vilkinas  Greg Cartan 《高等教育研究与发展》1990,9(1):71-79

It will be argued that the education of Australian managers needs to emphasise a Learner‐centred/Problem‐based (LC/PB) approach rather than a Teacher‐centred/Discipline‐based one. In the current study management students reported that they preferred such an emphasis. The results indicated that the courses had insufficient Leamer‐centred and Problem‐based elements and that the students would prefer to see more of these features in the curriculum.  相似文献   

Roles of Supervisors in School Experience     

Greg Duck  Debra Cunningham 《Asia-Pacific Journal of Teacher Education》1985,13(2):19-29

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The Value and Purpose of APU Oracy Assessment     

Greg Brooks 《English in Education》1989,23(2):87-93

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What Is the Long‐Run Impact of Learning Mathematics During Preschool?          下载免费PDF全文

Tyler W. Watts  Greg J. Duncan  Douglas H. Clements  Julie Sarama 《Child development》2018,89(2):539-555

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention‐produced change at age 4 is associated with a 0.24‐SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014 ) using national data sets. Implications for developmental theory and practice are discussed.  相似文献   

蝎子与墨西哥文化     

陈宗伦 《海外英语》2003,(11):32

在墨西哥乡村地区,对人们形成威胁的繁殖是最最迅猛的动物非蝎子莫属。这些与蜘蛛、扁虱关系亲近的动物,每年造成许多人死亡,数千人受伤。但是,这种蜘蛛类节肢动物已经成为墨西哥当地文化和传统的一部分。在杜兰格市的主要市场中,蝎子比比皆是,随处可见。书本、装饰瓷片、钥匙链和灯上都装饰着死蝎子。T恤衫和帽子上印有蝎子图案,你甚至还能见到蝎子形状的糖果。整个市场仿佛就是一个令人毛骨悚然的蝎子世界。  相似文献   

The linguistic base of initial reading and spelling in English: a tutorial review     

Greg Brooks 《Education 3-13》2021,49(1):10-28

ABSTRACT

This article summarises the linguistic base of initial reading and spelling in English for the benefit of teachers and others engaged in education who need explicit understanding of parts of the linguistic base in order to teach initial literacy accurately. The aspects covered are those most relevant to children entering formal schooling: spoken language as the foundation of literacy; phonetics and phonology; phoneme-grapheme and grapheme-phoneme correspondences; sequencing in phonics teaching; vocabulary, morphology and syntax; and the linguistic effects of reading to children. Several aspects are discussed from two angles, first describing the full system, then summarising where 5-year-olds have reached in their development towards it.  相似文献   

Corrigendum to “An alternate look at educational psychologists’ productivity from 1991–2002” [Contemporary Educational Psychology 29 (2004) 333–343]     

Pei-Hsuan Hsieh  Taylor AceeWen-Hung Chung  Ya-Ping HsiehHyunjin Kim  Greg D. ThomasJi-in You  Daniel H. Robinson 《Contemporary educational psychology》2006

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The management of child abuse and neglect cases in schools: The Toronto model     

Greg McClare 《Child abuse & neglect》1983,7(1):83-89

School staffs have a major role in the prevention, identification and referral of cases of child abuse and neglect School administrators, teachers and school support staffs require knowledge about abuse and neglect, as well as a clear set of guidelines and procedures for dealing with it if they are to carry out these responsibilities effectively.The Toronto Board of Education has developed a program that has involved superintendents, principals, teachers, pupil personnel staff, caretakers, secretaries and community resources in an educational program oriented to the management of child abuse cases in their schools. The Board's Child Abuse Committee has developed a document which outlines employees' responsibilities under the legislation, provides assistance in the identification of child abuse and neglect cases, and outlines procedures for referral both internally and to the community. The document was used as the base for an extensive staff development program during the school year 1979–1980, in which all of the system's 6,000 school based employees participated.The Toronto Board's Child Abuse Program incorporated the establishment of the position “Resource Person, Child Abuse” for the purpose of consultation with school staffs, as well as the ongoing provision of resource material and staff training.The paper outlines the development of the program, includes guidelines and procedures for school staffs, the legislation under which it operates, the content of the training program, and an evaluation of the program with suggestions for replication.  相似文献   

Language Games and Schooling: Discourses of colonialism in Kiribati education     

Dr Greg Burnett 《Asia Pacific Journal of Education》2005,25(1):93-106

The present secondary education system in Kiribati is little changed from its establishment and growth through the colonial years when the island group was known as the Gilbert Islands. It is marked by a heavy emphasis on English language and a curriculum geared to place students in a limited labour market. It is also marked by an uneven distribution of privilege across the population it serves. This article suggests a theoretical basis for critiquing the dominant voices in the educational and colonial past and their representations of Kiribati others. In such a critique, the legitimising technologies and discursive practices that have helped shape these educational practices are exposed. The act of exposing “how they did it” in turn creates the conditions for more equitable educational futures. This article presents a critical postcolonial discourse analysis of some language and language teaching policies from the Kiribati educational and colonial past. Though focused on Kiribati, the ideas here have relevance across the Pacific region.  相似文献