Playful Postmodernism: Building with Diversity in the Postmodern Classroom   总被引：1，自引：1，他引：0  

Nancy Feldman PhD  Mary Barron  Diane CArol Holliman  Shelley Karliner  Uta M. Walker 《Journal of Teaching in Social Work》2013,33(2):119-133

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content.  相似文献   

Functional Mechanical Drawing     

Norman E. Walker 《Clearing house (Menasha, Wis.)》2013,86(8):490-492

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The Tensions of Urban School Renewal in an Era of Reform     

Kathleen Knight-Abowitz  Kate Rousmaniere  Alonzo Gaston  Sonja Kelley  William Solomon 《The Educational forum》2013,77(4):358-366

The faculty and administration of a school of education in the mid-Atlantic region formally adopted a standards-based, conceptual framework that reflects the values articulated by the faculty and the outcomes for students as they prepare for and develop in their professions. Faculty and administrators agreed to use the framework as the basis for examining professional programs, academic courses, and professional experiences, as well as for governing interactions with one another as colleagues. This article describes the conceptual framework, its goals, research used to evaluate the framework, and the outcomes attained.  相似文献   

Exploring School Improvement in Hong Kong Secondary Schools     

James Y. C. Ko  Philip Hallinger  Allan D. Walker 《Peabody Journal of Education》2013,88(2):216-234

Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985 Rosenholtz, S. 1985. Effective schools: Interpreting the evidence. American Journal of Education, 93: 352–388. [Crossref], [Web of Science ®] , [Google Scholar]) conception of “moving” and “stuck” schools as a framework for thinking about school improvement, this study examines the learning outcomes of 39 Hong Kong secondary schools over a 3-year period. We examine whether features of leadership and school capacity differed with respect to these learning outcomes within the sample of moving and stuck schools. This research in Hong Kong has identified several factors that appear to synergistically contribute to differences in patterns of improvement in learning across different subjects in both moving and stuck schools. These factors include resource management of principals and school capacity in terms of professional learning community; workload of teachers; alignment, coherence, and structure; and resource capacity. This study extends the research on leadership and capacity building as a means of school improvement, in the process elaborating on their impact within a non-Western society.  相似文献   

Embedded yet separate: tensions in voluntary sector working to support mental health in state‐run schools     

Jennifer Spratt  Janet Shucksmith  Kate Philip  Cate Watson 《教育政策杂志》2013,28(4):411-428

The policy agenda of the UK government has repositioned the voluntary sector as a key player in the delivery of locally responsive, ‘bottom up’ services to address the complex problems of social exclusion, reaching out to sectors of the community which are beyond the grasp of traditional state or market providers. This has drawn many voluntary sector organizations into new forms of partnership with statutory bodies. This article draws from a Scottish study to explore the role of voluntary sector organizations working in schools to support the mental well‐being of children and young people. A framework to interrogate the data from case studies is provided by the Scottish Executive, who rehearse four main advantages of such partnerships between state and the voluntary sector. The article concludes that whilst voluntary sector organizations can and do deliver support to children and young people in innovative ways on the margins of school life, the power differential within the school structure makes their position too vulnerable to bring about quick or substantial change.  相似文献   

The inclusion and construction of the worthy citizen through lifelong learning: a focus on the OECD     

Judith Walker 《教育政策杂志》2013,28(3):335-351

This paper argues that underlying the OECD’s promotion of inclusion in, for and through lifelong learning is the notion of an ‘active citizen’ who establishes their worth through learning and, ultimately, competence. Through the critical examination of recent OECD policy documents on adult and lifelong learning, the paper also calls for a re‐examination of the purported goals of inclusion and participation, essential elements of ‘inclusive liberalism’.  相似文献   

Determining the Anchor Composition for a Mixed-Format Test: Evaluation of Subpopulation Invariance of Linking Functions     

Sooyeon Kim  Michael Walker 《教育实用测度》2013,26(2):178-195

This study examined the appropriateness of the anchor composition in a mixed-format test, which includes both multiple-choice (MC) and constructed-response (CR) items, using subpopulation invariance indices. Linking functions were derived in the nonequivalent groups with anchor test (NEAT) design using two types of anchor sets: (a) MC only and (b) a mix of MC and CR. In each anchor condition, the linking functions were also derived separately for males and females, and those subpopulation functions were compared to the total group function. In the MC-only condition, the difference between the subpopulation functions and the total group function was not trivial in a score region that included cut scores, leading to inconsistent pass/fail decisions for low-performing examinees in particular. Overall, the mixed anchor was a better choice than the MC-only anchor to achieve subpopulation invariance between males and females. The research reinforces subpopulation invariance indices as a means of determining the adequacy of the anchor.  相似文献   

‘I am reading to her and she loves it': benefits of engaging fathers from disadvantaged areas in their children's early learning transitions     

Carol Potter  Gary Walker  Bev Keen 《Early Years: An International Journal of Research and Development》2013,33(1):74-89

Findings presented here relate to the evaluation of a one-year father-inclusion project, which took place in an area of multiple deprivation in the North of England. The project's goal was to engage fathers and male carers in their children's transition from an early years setting to a reception class and to maintain that involvement in the mainstream school setting. The project was successful in engaging men, recording 76 male attendances, 19 of which were recorded at school-based activities after the transition. Key benefits identified by fathers engaged in the project were closer relationships with their children and greater involvement in their play and learning. Children were very positive about their fathers' involvement and school staff identified a better rapport with fathers following the project.  相似文献   

‘It wasn't too easy,which is good if you want to learn’: an exploration of pupil participation and Learning to Learn     

Kate Wall 《Curriculum Journal》2013,24(3):283-305

This article explores the process of Learning to Learnb from the pupils’ perspective. The Learning to Learn in Schools Project started in 2003 and includes teachers and pupils from primary and secondary age phases in four local authorities. Key to the project has been a focus on the collaborative exploration of metacognition in practice. With the increased prominence of pupil participation and learner voice in the rhetoric of education during this time, the inclusion of learner perspectives in the project was perhaps inevitable. However, there appears to be something beneficial about the definition of Learning to Learn (L2L) used by the project that supports the development of such participation. As the project progressed, and the incidence of pupil participation increased, evidence from the contexts needed to support learning-based dialogues also developed as well as, crucially, understanding of how the interplay between L2L and pupil participation operates. This article therefore explores the link between the rhetoric of the pupil participation agenda and an understanding of L2L from the pupils’ perspective.  相似文献   

Action research and narratives: ‘Finely Aware and Richly Responsible’ 1     

Melanie Walker 《Educational Action Research》2013,21(2):295-303

This paper explores the central place of stories and narratives in action research practices and accounts to argue that it is hard to imagine how we might do or write about action research in a non‐storied way. The paper argues that good stories help us to think well and more wisely about ourselves and our practice. An historical example is chosen to illustrate the compelling potential of stories about real people and real lives, followed by a teasing out of six methodological issues that arise.  相似文献