Professional development,changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand     

Russell Bishop  Mere Berryman  Janice Wearmouth  Mira Peter  Sandra Clapham 《Teaching and Teacher Education》2012

This paper considers the relationship between a professional development programme designed to bring about changes in teacher practice through iterative cycles of implementation and evaluation and associated changes in Indigenous students’ educational performance. The paper does this by documenting the outcomes of the implementation of the Te Kotahitanga research and development project between 2007 and 2009 in schools in the third and fourth phases of the project. Evidence shows that the professional development programme of Te Kotahitanga has been implemented consistently in Phase 3 schools since 2004 and in Phase 4 schools since 2007. Changes in teacher practice and associated improvements in Māori student outcomes were seen in Phase 3 schools between 2004 and 2006. The first question is, therefore, have these changes been maintained during the period 2007–9, that is, during the fourth to seventh years of the project’s implementation in these schools. If so, then what implications does this maintenance of practice have for sustainability? The second question is, have the changes that were seen in the Phase 3 schools in the first three years of the project’s implementation, 2004–2006, been replicated in the Phase 4 schools in their first three years of the project. If so, what implications does this have for determining the strength of the association between improved student performance and the implementation of the professional development programme. In other words does a repeated measure over two different groups of schools at different times indicate that changes in Māori student outcomes are strongly associated with changes in teacher practice, even if we cannot demonstrate a direct cause–effect relationship.  相似文献   

Speech and language therapy provision for children using augmentative and alternative communication systems     

Mike Clarke  Helen McConachie  Katie Price  Pam Wood 《欧洲特需教育杂志》2013,28(1):41-54

A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs.  相似文献   

‘Simon Says’: a response from two nineteenth‐century educators     

Pam Hirsch  Mark McBeth 《History of education》2013,42(5):597-602

  相似文献   

Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand   总被引：2，自引：0，他引：2  

Russell Bishop  Mere BerrymanTom Cavanagh  Lani Teddy 《Teaching and Teacher Education》2009

The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.  相似文献   

Teaching Knowledge Application: Advances in Theoretical Conceptions and their Professional Implications     

Charles Desforges  & Pam Lings 《British Journal of Educational Studies》1998,46(4):386-398

We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning theory and consider their implications for teaching knowledge application.  相似文献   

Book reviews     

Franklin Parker  Richard F. Goodings  Kenneth M. Miller  K. F. Smart  Urban Dahllöf  Hans Peter Widmaier  Wilhelm Wieczerkowski  Gordon Bishop  D. R. Chesterman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(1):112-124

  相似文献   

Shyness as a Factor when Assessing Children     

W. Ray Crozier  Pam Perkins 《Educational Psychology in Practice》2002,18(3):239-244

Differences between shy and non-shy children were found on measures of speech in an assessment situation even when variation in vocabulary scores was statistically controlled. The findings have implications for understanding shyness and for practice in assessing shy children.  相似文献   

Health Information and Communication in Rural Areas. Broadstone Library,Poole, Dorset, 15 November 1984. Medical Health and Welfare Libraries Group,South-West Sub-Group.     

Pam K. Prior 《Health information and libraries journal》1985,2(2):83-84

  相似文献   

Using knowledge management to deliver distance learning     

John Hirschbuhl  Sajit Zachariah  & Dwight Bishop 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):89-93

  相似文献   

Editorial     

Alan J. Bishop 《Educational Studies in Mathematics》1989,20(3):345-345

  相似文献