Beyond records and representations: inbetween writing in educational ethnography     

Rebecca Coles  Pat Thomson 《Ethnography and Education》2016,11(3):253-266

Ethnographers are particularly interested in writing. They have paid particular attention to the practices of making field notes and to the ways in which their public texts represent those that they have encountered and studied. To date there has been less attention paid to the kinds of writing that used to make sense of experiences in the field. We call this inbetween writing. By examining our own processes of inbetween writing, and drawing on the work of James Clifford, we have produced a nine-part heuristic of inbetween writing. We argue that the heuristic could be used in research methods education to highlight the importance of writing to ethnographic sense-making and knowledge production.  相似文献   

Down Syndrome Temperament: The Stereotype at Middle Childhood and Adolescence     

Pat Gunn  Monica Cuskelly 《International Journal of Disability, Development & Education》1991,38(1):59-70

MOTHERS AND TEACHERS of 94 children (53 boys) with Down syndrome, between 8 and 14 years of age, rated the children on a temperament scale and provided an overall impression as to whether the child was difficult in comparison with other children. Maternal ratings on the Middle Childhood Questionnaire showed significant differences from standardization scores. Children with Down syndrome were given ratings as less active, more predictable, of more positive mood, less persistent, and more distractible. Some of these dimensions favour the amiable personality stereotype for the syndrome but low persistence was associated with maternal impressions of difficulty. There was little agreement between mothers and teachers regarding the individual children who were rated as being significantly easier or more difficult than other children. Results with a subgroup (n = 32) showed that externalizing behaviours were significantly related to both mother and teacher impressions of difficulty and that mothers also found intense, active, distractible behaviour difficult.  相似文献   

Uneasy alliances: University,workplace, industry and profession in the education doctorate     

Marie Brennan  Jane Kenway  Pat Thomson  Lew Zipin 《The Australian Educational Researcher》2002,29(3):63-83

The phenomenon of Professional Doctorates in Australia has come at a time of great change in the higher education sector. Such change includes an intensified imperative for universities to establish ‘partnerships’ with industry and the professions. The Professional Doctorate is, in part, a consequence of such changes and is also helping to effect them. However, in its examination of the Education Doctorate, this paper problematises the notion of partnerships and indeed the various policy constructions of the parties involved. Through fictionalised accounts of standpoints of a higher education policy maker, an EdD student, an academic in an EdD program and a member of the education industry, it identifies some of the tensions involved within and between such categories. In so doing it suggests some matters that require research and pedagogical attention.  相似文献   

The Relations of Regualation and Emotionality to Resiliency and Competent Social Functioning in Elementary School Children     

Nancy Eiesnberg  Ivanna K. Guthrie  Richard A. Fabes  Mark Reiser  Bridget Murphy  Robin Holgren  Pat Maszk  Sandra Losoya 《Child development》1997,68(2):295-311

The relations of regulation and emotionality to elementary school children's social functioning were examined. Teachers and peer reproted on children's social functioning; I parent and teacher rated children on various measures of regulation, resiliency, and emotionality; and a behavioural index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional negative emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in negative emotinality). The effects of behavioural regulation were not mediated by resiliency; however, the relation of behavioral regulation to socilaly appropriate behaviour (but not social status) was moderated by negative emotionality, with effects being significant and higher for children high in negative emotionality.  相似文献   

A Manual for the Scientific (Teaching) Revolution     

Mary Pat Wenderoth 《CBE life sciences education》2007,6(4):271-272

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Testing Teachers: Perspectives on a pilot numeracy skills test in England     

Pat Drake 《Assessment in Education: Principles, Policy & Practice》2002,9(2):205-220

From May 2001 all teachers qualifying in England must be successful in computer-based skills tests in numeracy and literacy. The first test to be developed was the QTS Skills Test in Numeracy, which was a paper and pencil test taken on 1 June 2000 by approximately 22,000 trainee teachers. In this article I argue that the pilot test signals an unjustified departure from performance-based assessment, provides an example of inconsistency between national imperatives and teacher certification and was not robust. A small study of trainee teachers of secondary English was undertaken to explore perceptions of professional numeracy in relation to their experience in training, what was tested in the skills test and what is known about testing mathematics through questions set in pseudo-real contexts. I conclude that theoretically it would be difficult to devise an appropriate examination type test of professional numeracy and that in the event the pilot test was not successful.  相似文献   

From Vocational College to New University: The Research Profile and Development Needs of Academic Staff in a Period of Transition     

Pat Bazeley 《高等教育研究与发展》1994,13(2):121-132

Prompted by the provision of special funding for research development from the Department of Employment, Education and Training, an analysis of the research status and development needs of staff one network member of a newly amalgamated University was undertaken. It was found that many staff were without research‐based qualifications and had limited research experience. Teaching and curriculum development were dominant activities, the latter being particularly so in some of the newer disciplines. It was felt by many that there was a lack of institutional support for research by senior management in general and in some faculties in particular, as people in those positions took time to adjust to the changing climate of expectations in the transition from College to University. Specific research skills needing development were identified, including submission writing, statistical data analysis and reporting research. The availability of time and money for research were, predictably, seen as critical. In a conclusion unanticipated at the commencement of the study, the emergence of a widely recognised and supported research ethos was perceived as perhaps the most significant element to contribute to the development of research in a new university.  相似文献   

Meeting Emotional Needs of Counselors     

O. Pat Barney 《Counselor Education & Supervision》1969,8(4):335-336

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A Vision for Universal Pre-School Education - by Edward Zigler, Walter S. Gilliam and Stephanie M. Jones     

Pat  Broadhead 《British Journal of Educational Studies》2007,55(2):227-229

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Interdisciplinary Perspectives on Learning to Read: Culture,Cognition and Pedagogy (Routledge Psychology in Education). By Kathy Hall,Usha Goswami,Colin Harrison,Sue Ellis and Janet Soler (Eds.)     

Mary Pat Sullivan  Jacquelynn S. Popp  Taffy E. Raphael 《Literacy》2011,45(2):98-98

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