Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators     

Cindy D. Jones  Sarah K. Clark  D. Ray Reutzel 《Early Childhood Education Journal》2013,41(2):81-89

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement. Recent research offers practical implications for increased effectiveness of teaching alphabet knowledge to young children. In this article, we outline Enhanced Alphabet Knowledge instruction (EAK), a method of practical instruction that early childhood teachers can use to organize, plan, and teach the essential skills of alphabet knowledge. EAK emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge.  相似文献   

Developing Teachers' Leadership Knowledge: Pillars for the “New Reform”     

Maureen D. Neumann  Laura C. Jones  P. Taylor Webb 《Teaching Education》2013,24(3):233-244

This work describes how teacher education programs can inform teachers' knowledge and practice of leadership. We introduce a leadership typology to illustrate how teachers can lead organizational reform for pedagogical excellence and socially just practices. The model provides teacher educators ways to identify and resolve conflicts generated by imparting innovative pedagogies to teachers who in turn use them in antiquated and inequitable school environments. The model can also be used to develop teachers' professional knowledge of the contexts that mitigate or marginalize their leadership potential. Several examples from current teaching practices in teacher education are used to illustrate how teachers develop leadership knowledge.  相似文献   

Resources for Community Service Learning     

Byrd L. Jones  Carol W. Kinsley 《Equity & Excellence in Education》2013,46(2):74-76

  相似文献   

Ebony in the Ivory Tower: Examining Trends in the Socioeconomic Status,Achievement, and Self-Concept of Black,Male Freshmen     

Kimberly A. Griffin  Uma M. Jayakumar  Malana M. Jones  Walter R. Allen 《Equity & Excellence in Education》2013,46(2):232-248

Despite the educational challenges African American males face, there is a sizeable population successfully finishing high school and entering college. This study provides an overview of how a national sample of black male freshmen embodied the cognitive, social, and institutional factors related to college access between 1971 and 2004. Data reveal that black, male freshmen today have more affluent family backgrounds, better academic records, and greater confidence in their skills and abilities than their peers who entered college in earlier decades. Trends indicate that men with lower incomes, less confidence, and less ideal academic records are increasingly unlikely to be present on college campuses.  相似文献   

Improving Group Satisfaction: making groups work in a first‐year undergraduate course     

Helen Bonanno  Janet Jones  Linda English 《Teaching in Higher Education》2013,18(3):365-382

Abstract

The value of working in groups as a strategy for learning, and the development of communication and interpersonal skills is acknowledged in most tertiary institutions. Academic staff tend to avoid introducing groupwork into crowded first‐year undergraduate curriculum, because of large numbers and, in many cases, staffing constraints. This paper outlines the establishment of a groupwork component in a first‐year undergraduate accounting tutorial programme. Although this component did not work well in the first year for about half the students involved, it proved a valuable support socially, as well as academically for the rest of the cohort, so was continued into a second year. To increase group satisfaction, structural and managerial changes were introduced, with positive results. Establishing groupwork early in an undergraduate course allows group skills to develop over time, encourages reflection on learning behaviour and can facilitate increasing expertise in the subject area.  相似文献   

Traditional governance structures ‐ current policy pressures: The academic senate and Canadian universities     

Glen A. Jones  Theresa Shanahan  Paul Goyan 《Tertiary Education and Management》2013,19(1):29-45

Abstract

The objective of this paper is to identify current policy pressures in Canadian higher education and explore their implications for academic decision‐making bodies based on data we obtained in our national study on university senates. We describe two inter‐related sets of public policy pressures that have emerged in recent years in Canada including on‐going financial restraint and a renewed interest in university research. We conclude by reviewing a number of important implications for Canadian university governance in the context of contemporary policy pressures.  相似文献   

The Right and the Left     

Ken Jones 《Changing English: An International Journal of English Teaching》2013,20(4):328-340

The article uses the policies of the English Secretary of State for Education, Michael Gove, to contrast the oddly adventurous character of English Conservatism and the more hesitant positions of those who in some sort oppose it. It suggests that in defence of its own policies, Conservatism edits and co-opts opposing traditions, in the effort to produce a potent ideological supplement to neo-liberalism. The article suggests a different reading of such traditions. It goes on to suggest that while decades of market-shaped educational practice have reduced the capacities of educators to look beyond neo-liberal horizons, there are deep-lying problems with the Conservative project which call into question its long-term prospects of success. It concludes by sketching what opponents of Conservatism might learn from its achievements. Blocked, thus, from developing in an elaborated way within the school, educational radicalism of the left is seeking other outlets, from art practice, to student occupations and social movements. The strength and limitations of this turn are addressed.  相似文献   

TQA: A view from the review chair     

Robert Jones 《Perspectives: Policy and Practice in Higher Education》2013,17(3):74-79

  相似文献   

The Mentoring Relationship as a Complex Adaptive System: Finding a Model for Our Experience     

Rachel Jones  Dot Brown 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):401-418

Mentoring theory and practice has evolved significantly during the past 40 years. Early mentoring models were characterized by the top-down flow of information and benefits to the protégé. This framework was reconceptualized as a reciprocal model when scholars realized mentoring was a mutually beneficial process. Recently, in response to rapidly changing organizational and social environments, scholars have explored other models of mentoring such as developmental networks. However, as we, the authors, reflect on our own experience of an informal mentoring process in an academic context we find existing models inadequately describe our experience. The model that best fits our story is a complex adaptive systems (CAS) perspective of the mentoring relationship, and we offer this lens to reconfigure current models.  相似文献   

Managing Information Technology in a University: three principles to guide organisational design     

Jim Jones 《School Leadership & Management》2013,33(2):169-174

Information technology (IT) presents universities with new challenges and opportunities. Unfortunately, the way IT is managed in some schools prevents it from reaching its full potential. This paper identifies three principles that can help guide IT management. First, universities should consider the role of IT when formulating strategic plans. Second, IT management should be integrated, enhancing the institution's ability to recognise economies of scale and opportunities for technical substitution. Third, users in functional areas should be directly involved in the management of their own information.  相似文献