As I was saying: essays on the international book business by Gordon Graham London: Hans Zell. 320 pp, 1993. paperback £16.95. ISBN 1-873836-01-5     

Hazel Bell 《Learned Publishing》1994,7(1):63-64

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The identification of a value-based pedagogical pattern promoting ‘development of the person’ in higher education     

Hazel Messenger 《Teaching in Higher Education》2013,18(7):738-749

The promotion of student development through engagement with a course of study in higher education (HE) is an area in need of urgent research. This study of college-based HE identified that teachers working with development in mind possessed a nexus of core values which were expressed in practice through an integrated pedagogical pattern (i) the development of trust, (ii) developing roles, relationships and a sense of community (iii) active confrontation and challenge and (iv) using pedagogical time and space. A naturalistic, ethnographic methodology and case study approach was used to answer the question ‘what is going on here?’ in contexts where ‘development of the person’ was a key aim. A sociocultural perspective on learning and development was adopted which supported an integrated approach to research design, analysis and interpretation.  相似文献   

Peer development as an alternative to peer observation: a tool to enhance professional development     

Jenny Byrne  Hazel Brown  Doreen Challen 《International Journal for Academic Development》2013,18(3):215-228

Many higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional ‘peer observation’ process, and as a result a new voluntary system of ‘peer development’ has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system.  相似文献   

Timeless and Timely Advice: A Commentary on “Consultation to Facilitate Planned Organizational Change in Schools,” an article by Joseph E. Zins and Robert J. Illback     

Cynthia E. Hazel 《Journal of educational and psychological consultation》2013,23(2-3):125-132

This commentary on Zins and Illback's (1995) Zins, J. E. and Illback, R. J. 1995. Consultation to facilitate planned organizational change in schools. Journal of Educational and Psychological Consultation, 6: 237–245. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] article, Consultation to Facilitate Planned Organizational Change in Schools, argues that the authors provided a solid foundation for well-planned, proactive, sustainable, internally-driven systemic change in schools that has yet to be widely realized. Their school organizational change model and more recent change models provide guidance for realizing a change from an individual, remedial focus to a population-based and preventative practice.  相似文献   

Purposes of education for young people with severe learning difficulties: exploring a vocational teaching resource – ‘A stepping stone to…’ what?     

Alison Black  Hazel Lawson 《Cambridge Journal of Education》2017,47(2):207-226

This article examines the purposes of education with a particular focus on young people with severe learning difficulties (SLD). The topic is explored with reference to a specific case, whereby some of the key findings of an evaluation of the first year of ‘The Greenside Studio’, an English special school’s vocational teaching resource for young people with SLD, are presented. A conceptualisation of different ‘sides’ to the Studio is discussed in relation to the purposes of education for these learners in which the view of vocational learning as a stepping stone to paid employment and independence is presented as problematic. With a broader interpretation of vocational education this stepping stone is reconfigured as a bridge to life after school, whatever form that takes. It is argued, however, that the nature of this life must be viewed aspirationally.  相似文献   

How New is New Labour? The Quasi-market and English Schools 1997 to 2001     

Anne West  & Hazel Pennell 《British Journal of Educational Studies》2002,50(2):206-224

This paper focuses on the reforms made to the quasi-market in school-based education in England that occurred between May 1997 and May 2001. It discusses the changes that have taken place in relation to parental choice, admissions to schools, school diversity, fund-ing and examination 'league tables'. The Labour Government can be seen as having embraced the quasi-market with a similar enthusiasm to that of its Conservative predecessors although it has tended to emphasise social inclusion as opposed to competition. While it has attempted to soften the edges of the quasi-market it has not tackled some of its major deficiencies such as the power that schools that are their own admission authorities have to distort the admissions process.  相似文献   

Exploring youth engagement in agricultural development: the case of farmers’ children in the Philippines as rice crop manager infomediaries     

Jaime A. Manalo IV  Sonny P. Pasiona  Anna Marie F. Bautista  Jennifer D. Villaflor  Donna Cris P. Corpuz  Hanah Hazel Mavi Biag-Manalo 《The Journal of Agricultural Education and Extension》2019,25(4):361-377

Purpose: This paper explores the intersections between community development and youth development in an initiative that mobilized farmers’ children as Rice Crop Manager (RCM) infomediaries (information mediators). RCM is an ICT-enabled nutrient management application.

Design/Methodology/Approach: The study engaged 30 farmers’ children in high school level from the provinces of Pangasinan, Isabela, Camarines Sur, Iloilo, Bukidnon, and Davao del Norte from November 2016 to October 2017. They interacted with the research team (the authors) and the RCM-SMS platform that sends text messages regarding fertilizer recommendations. A staff member from the Agricultural Training Institute (ATI) also called the students for some follow-up questions. The research team conducted three rounds of interviews with the students concerning the messages and calls that they received and what they did with the information.

Findings: This study finds that farmers’ children can perform infomediary roles quite effectively. Academically excellent children and those involved in farm work performed best.

Practical Implications: The study provides guidance on similar initiatives tapping young people in agricultural development.

Theoretical Implications: This paper finds that while Community Youth Development (CYD) Theory provides a powerful lens in understanding community and youth development intersections, some identified outcomes may overlap and may not be very easy to observe. Hence, the identified outcomes may be revisited for clarity and to make them more all-encompassing.

Originality/Value: The paper documents actual parent-child interaction when the latter is mobilized to serve as an infomediary to access nutrient management-related information on rice.  相似文献   

Seizing the Moment: Reflections on Play Opportunities for Disabled Children in the Early Years     

Alison Bishop  John Swain  & Hazel Bines 《British Journal of Educational Studies》1999,47(2):170-183

Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.  相似文献   

School Admissions: Increasing Equity, Accountability and Transparency   总被引：3，自引：0，他引：3  

Anne West  Hazel Pennell  & Philip Noden 《British Journal of Educational Studies》1998,46(2):188-200

This paper examines the impact of education reforms on school admissions policies and practices. It discusses the changes that are needed to improve the current system, especially in areas where the market is highly developed. It is concluded that the new legislation to be enacted by the current Labour Government should be beneficial, but that more far-reaching changes are needed for the admissions process to be equitable, transparent and accountable.  相似文献   

Conducting Rigorous Survey Research in the Study of School-Based Consultation     

Cynthia E. Hazel  Daniel S. Newman  Courtenay A. Barrett 《Journal of educational and psychological consultation》2016,26(2):111-138

The evidence base for school-based consultation practice and training is limited by a small number of studies, possibly due to unique challenges in researching consultation. For example, there are myriad variables to measure and idiosyncratic cultural and contextual factors to account for when investigating what works, for whom, and in what circumstances. Survey methodology offers one means for conducting consultation research. This article proposes a process for rigorous survey research in school-based consultation training and practice, which addresses some potential concerns regarding survey research. Specifically, issues of survey development, survey validation, sampling, and data collection are addressed. These processes are illustrated through the design and administration of an online survey of 262 early career school psychologists; preliminary data analyses suggested strong scale reliability, minimal item response bias, and population representativeness. Recommendations for future consultation survey research are provided.  相似文献