Teacher preparation to proficiency and beyond: exploring the landscape     

Lorrae Ward  Lexie Grudnoff  Barry Brooker  Mary Simpson 《Asia Pacific Journal of Education》2013,33(1):68-80

Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of teachers. Initial teacher education is viewed as the first phase of the professional life-cycle of a teacher; part of a professional continuum of learning and expertise, rather than a distinct preparatory phase. We do not present a detailed model for this continuum; believing there is still significant work to be done on defining and delineating the levels of expertise. Such work is beyond the scope of this paper. We do provide a starting point for further consideration. Further, we suggest a scaffolded transition, determined by the learning needs of teachers, between initial teacher education and induction, moving to in-service learning, with closer connections between providers and schools to mitigate against a disconnect between these phases of development. The potential role of professional standards in supporting teacher learning across the professional life-cycle is also discussed.  相似文献   

Subjectivism—The Self Destructing “Philosophy of Education”     

Dr. Mary Anne Raywid 《The Educational forum》2013,77(4):559-565

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Ping Pong: competing leadership for reform in EU higher education 1998–2006     

Anne Corbett 《European Journal of Education》2011,46(1):36-53

How effective is EU cooperation in higher education? This article treats the issue as one of effectiveness in policy-making. What are the policy ideas which the EU wishes to feed into a policy domain where it has to operate largely through political cooperation and a modest degree of incentive funding? What outcomes are possible? The question is of interest since Europe has two processes which aim for a better regional integration of higher education in order to boost the quality of European higher education and to make a global impact. These are the world- famous Bologna Process and the EU process to drive Europe's universities to make better use of their interlinked roles of education, research and innovation, part of a larger strategy (EU 2020, Lisbon) for European Union growth to support employment, productivity and social cohesion. Building on the theoretical insights of an institutionalist literature concerned with the dynamics of European policy-making in the knowledge domain (Maassen & Olsen, 2007; Gornitzka, 2006, 2010) and complementary theories of historical institutionalism (Pierson, 2003, Thelen, 2003) and agenda setting (Kingdon, 1995), this article examines policy-making on higher education cooperation in the European arena since the Treaty of Maastricht in 1992. It seeks answers to two questions. Why did the Bologna Process dominate the agenda from 1999 to 2004? How did the European Commission acquire the power to shape the issue of European higher education cooperation? Rejecting simple spillover explanations, it theorises in terms of policy entrepreneurship why the EU has latterly been effective in shaping European cooperation in higher education.  相似文献   

Science for All: Engaging Students with Special Needs in and About Science     

Mary Grace Villanueva  Brian Hand 《Learning disabilities research & practice》2011,26(4):233-240

The notion of “science for all” suggests that all students—irrespective of achievement and ability—should engage in opportunities to understand the practice and discourse of science. Improving scientific literacy is an intrinsic goal of science education, yet current instructional practices may not effectively support all students, in particular, students with special needs. Argument‐based inquiry approaches, such as the Science Writing Heuristic (SWH), require all students to construct their scientific understandings by engaging in investigations and negotiating their ideas in multiple contexts, such as discussions and writing. Various SWH studies demonstrated that students engaged in appropriating the language, culture, practice, and dispositions of science generally improved their critical thinking and standardized test scores. The implementation of such an approach has several implications for science and special education research and practice, including how learning environments should be established to encourage the inclusion of all students’ ideas, as well as how scaffolded supports can and should be used to support science learning.  相似文献   

Discipline-Based Education Research: Preaching to Converts Who Are Learning to Sing in the Choir     

Mary Lee Ledbetter  Erin L. Dolan 《CBE life sciences education》2011,10(2):142-143

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Curriculum as policy: some implications of contemporary policy studies for the analysis of curriculum policy,with particular reference to post-primary curriculum policy in the Republic of Ireland     

Anne Looney 《Curriculum Journal》2013,24(2):149-162

An overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedures over principles. This article shows how this theoretical vacuum is ascribed by many in the field to the dominance of the Tyler rationale in curriculum planning. However, the symptoms of means-end rationality are not confined to curriculum - they are found across the breadth of educational studies and have reached epidemic proportions, suggests the article, in the discourse of educational reform. A number of serious implications for the lack of analysis of curriculum policy are identified and particular reference is made to the Republic of Ireland where, it is suggested, the size of the education system should facilitate greater debate. Instead, the discussions focus on the management rather than the meaning of change. In searching for sources for new curriculum theory,the author suggests that the field of policy studies offers considerable potential, in particular the work of Stephen Ball on mapping the policy cycle. The possibilities for a theory of curriculum as policies are explored. A model of a curriculum policy cycle is proposed and subjected to some analysis.  相似文献   

What Our Son Needs in a Middle School…     

Lynn Oberlin  Mary Jean Oberlin 《Clearing house (Menasha, Wis.)》2013,86(7):323-324

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The Way We Work: An Encyclopedia of Business Culture     

Mary Dugan 《Journal of Business & Finance Librarianship》2013,18(1):105-107

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Savage Inequalities and the Discourse of Risk: What of the White Children Who Have So Much Green Grass?     

Mary Smith Arnold  Beth Blue Swadener 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):261-272

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'To the Teacher'     

Mary A. Redmond 《The Educational forum》2013,77(2)

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