Higher education in the internet age – By Patricia Senn Breivik & E Gordon Gee     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):943-944

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What is curriculum theory?     

Dr Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):119-119

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Editorial     

Aisling Leavy  Paul Conway  Emer Smyth  Maeve O'Brien 《Irish Educational Studies》2014,33(4):331-334

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‘Give me air not shelter’: critical tales of a policy case of student re-engagement from beyond school     

John Smyth  Janean Robinson 《教育政策杂志》2013,28(2):220-236

This paper tackles what is arguably one of the most pressing and intractable educational issues confronting western democracies – the disengagement and disconnection from schooling of alarming numbers of young people. The paper looks at the policy response in Victoria, Australia, and through ethnographic interviews with a small number of young people; it finds a significant mismatch between the policy intent of re-engagement programmes, and the experiences of young people themselves. It seems that this is an instance of what might be termed policy deafness, a situation that will likely produce devastating consequences unless corrected.  相似文献   

Assessing school effectiveness: Evidence from the Irish context     

Emer Smyth 《Irish Educational Studies》2013,32(1):35-45

Abstract

This paper considers the theories of language educaation and infant pedagogy of Professor Timothy Corcoran, Professor of Education in University College, Dublin. He played a pivotal role in the debates on education at the 1920s. These opinions were to become decisive in the formation of the New Free State's education programmes and policies. He held that infant classes ought to be the prime agents in the revival of the Irish Language. As a result the National Programme of Primary Instruction (1922) required that all the work in the infant classes should be conducted through Irish. He castigated the enlightened principles of Rousseau, Pestalozzi, Froebel and Montessori arguing that Irish education should not give up its sane traditions for doctrines derived from ‘poisoned sources’. His antagonism towards the thinking of the progressive educational theorists meant that the infants of Ireland had to wait until 1948 for a revised programme that would be more in line with the thinking of the day.  相似文献   

The question of dissection in medical training: Not just “if,” but “when”? A student perspective     

Alexandra L. Webb  Lillian Smyth  Mustafa Hafiz  Krisztina Valter 《Anatomical sciences education》2022,15(2):281-290

While debate about the use of—and alternatives to—human cadaveric dissection in medical training is robust, little attention has been paid to questions about timing. This study explores the perspectives of medical students and recent graduates with regard to two key questions: when in the degree program do students prefer dissection opportunities and what are the students getting out of participating in dissection? Self-report survey data from students in preclinical years (n = 105), clinical years (n = 57), and graduates (n = 13) were analyzed. Most (89%) preferred dissection during the preclinical years, with no effect by training year (χ² = 1.98, p = 0.16), previous anatomy (χ² = 3.64, p = 0.31), or dissection (χ² = 3.84, p = 0.26) experience. Three key findings emerged. First, the majority of students prefer to dissect in the preclinical years because they view dissection as important for developing foundation knowledge and delivering an opportunity for consolidation prior to transitioning to primarily clinical studies. In addition, students recognize that it is a time-consuming activity requiring specialized facilities. Second, three main understandings of the purpose of dissection were reported: depth of learning, learning experience, and real-world equivalence. Third, these student perspectives of the purpose of dissection are associated with timing preferences for dissection opportunities. The results identify the preclinical phase as the optimal time to strategically integrate dissection into medical training in order to maximize the benefits of this unique learning opportunity for students and minimize its impact upon curricular time.  相似文献   

A coaching partnership: resource teachers and classroom teachers teaching collaboratively in regular classrooms     

Lori Kirkpatrick  Michelle Searle  Rachael E. Smyth  Jacqueline Specht 《British Journal of Special Education》2020,47(1):24-47

The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community.  相似文献   

Introduction to research methods in education – By Keith F Punch     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1149-1150

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International Perspectives on Teacher Collegiality: a labour process discussion based on the concept of teachers’ work     

John Smyth 《British Journal of Sociology of Education》1991,12(3):325-346

Broadly defined as teachers conferring and collaborating with other teachers, collegiality is becoming something of a new orthodoxy so far as educational policy makers are concerned. The implicit presumption behind such schemes as those of the ‘lead teacher’ programmes in the USA (and its derivatives in other countries) is that the team concept has the potential to unleash the kind of teacher creativity necessary to produce the kinds of educated labour required for economic recovery. This paper argues that this approach is flawed in that it takes scant account of teachers’ preparedness, or otherwise, to engage in the forms of contrivance and shallow participative pretence being suggested. Drawing on international literature the paper argues that as a policy option collegiality may appear to satisfy the requirement of accessing teachers’ knowledge and understanding, but it falls far short of being the effective mechanism touted in some quarters for educational and economic revitalisation.  相似文献   

Teaching the “word deaf” child     

Lillian Craig 《Annals of dyslexia》1963,13(1):110-114

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