Professional Learning Communities: A Review of the Literature   总被引：7，自引：0，他引：7  

Louise Stoll  Ray Bolam  Agnes McMahon  Mike Wallace  Sally Thomas 《Journal of Educational Change》2006,7(4):221-258

International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.  相似文献   

‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education     

Samantha McMahon  Anna Hickey-Moody 《British Journal of Sociology of Education》2016,37(8):1109-1128

This paper contributes to a growing body of literature on widening university participation and brings a focus on the classed and embodied nature of young people’s imagination to existing discussions. We interviewed 250 young people living in disadvantaged communities across five Australian states who had experienced disengagement from compulsory primary and secondary schooling. We asked them about their education and their educational futures, specifically how they imagined universities and university participation. For these young people, universities were imagined as ‘big’, ‘massive’ alienating schools. The paper explores how the elements of schooling from which these young people disengaged became tangible barriers to imagining and pursuing participation in university education. The primary barrier they described was their relationships with school teachers. Our analysis shows how relationships with teachers can impact the imagined improbability/probability of university participation. We offer suggestions for how barriers to university created by poor relationships with teachers may be overcome.  相似文献   

Mind-mindedness,parenting stress,and emotional availability in mothers of preschoolers     

Catherine A. McMahon  Elizabeth Meins 《Early childhood research quarterly》2012

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Development and exemplification of a model for Teacher Assessment in Primary Science     

D. J. Davies  S. Earle  K. McMahon  A. Howe  C. Collier 《International Journal of Science Education》2013,35(14):1869-1890

ABSTRACT

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children’s learning in science. The model is based on a data-flow ‘pyramid’ (analogous to the flow of energy through an ecosystem), whereby the rich formative assessment evidence gathered in the classroom is summarised for monitoring, reporting and evaluation purposes [Nuffield Foundation. (2012). Developing policy, principles and practice in primary school science assessment. London: Nuffield Foundation]. Using a design-based research (DBR) methodology, the authors worked in collaboration with teachers from project schools and other expert groups to refine, elaborate, validate and operationalise the data-flow ‘pyramid’ model, resulting in the development of a whole-school self-evaluation tool. In this paper, we argue that a DBR approach to theory-building and school improvement drawing upon teacher expertise has led to the identification, adaptation and successful scaling up of a promising approach to school self-evaluation in relation to assessment in science.  相似文献   

Lost in cyberspace: ethical decision making in the online environment     

Joan M. McMahon  Ronnie Cohen 《Ethics and Information Technology》2009,11(1):1-17

In this study, a 20-item questionnaire was used to elicit undergraduates’ (N = 93) ethical judgment and behavioral intention regarding a number of behaviors involving computers and internet usage. Machiavellianism was found to be uncorrelated with both ethical judgment and behavioral intention. Gender was found to be negatively correlated with both ethical judgment and behavioral intention, such that females judged the behaviors as being less ethical than males, and were less likely to engage in the behaviors than males. A disconnect was found between ethical judgment and behavioral intention, for both males and females, such that the ethical judgment mean for a number of issues was significantly lower (towards the “unethical” end of the continuum) than the behavioral intention mean (towards the “more likely to engage in” end of the continuum). The study raises questions regarding ethical awareness of technology-related issues, and the authors make suggestions for future research.  相似文献   

Self-Efficacies,Anxiety, and Aggression among African American and Latino Adolescents with Disabilities     

Michael R. Brubacher  Susan D. McMahon  Christopher B. Keys 《Exceptionality》2018,26(1):20-34

Self-appraisals can combine with aspects of the school environment in predicting adolescent emotions and behaviors. This study examined how academic self-efficacy and social self-efficacy are related to anxiety and aggression, and how these relations are moderated by school stressors, academic achievement, and school belonging. The participants of the study were African American and Latino adolescents with an intellectual disability and/or a physical disability. Self-report surveys were completed by 98 adolescents. Regression analyses revealed that higher levels of both self-efficacies were associated with lower levels of anxiety, but these relations were reduced as school stressors increased. Also, high academic self-efficacy was associated with more aggression when academic achievement was low, and high social self-efficacy was associated with more aggression when school belonging was low. The findings have implications for the development of self-efficacy and for the management of adolescent anxiety and aggression.  相似文献   

Teaming up for performance support. A model of roles,skills, and competencies     

Burt Huber  Jenifer Lippincott  Cathie McMahon  Catherine Witt 《Performance Improvement》1999,38(7):10-14

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Sales improvement in a global enterprise through HPT     

Pat McMahon 《Performance Improvement》2004,43(2):10-13

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Control,consent and complicity in the coaching of elite women’s cycling in Australia: a media analysis     

Chris Zehntner  Kerry R. McGannon  Jenny McMahon 《Sport, Education and Society》2019,24(5):520-532

The purpose of this study was to extend understanding of how athletes and coaches in a women’s cycling talent development and selection programme negotiate and normalise athlete abuse in the media. A thematic analysis of six online cycling magazine articles and their representations of the Australian women’s elite cycling development camp was analysed to explore athletic abuse and the (re)production of coaching practices using Bourdieusian theory. The findings revealed a link between the expression of coaching practice and the maltreatment of athletes. Analysis of these articles also revealed that athletes were complicit in the normalisation of coaching practices through the misrecognition of social power embedded in the coaching intervention. The representations by athletes within the articles contributed narratives related to the reproduction and proliferation of abusive coaching practices. This study extends understanding of how taken for granted and power laden aspects of coaching practices can be presented in the media and highlights the implications for coaches, athletes and the general public that consume online cycling media content.  相似文献   

Evaluating a Career Education Intervention in the Upper Elementary School     

Robyn M. Gillies  Mary L. McMahon  John Carroll 《Journal of Career Development》1998,24(4):267-287

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