The challenge to make schools safe: Preparing education personnel to curb student aggression and violence     

Robert A. Gable  Richard Van Acker 《The Teacher Educator》2013,48(3):1-18

Abstract

The incidence of aggression and violence in schools is approaching epidemic proportions. Unfortunately, few teacher education programs offer coursework designed to prepare school personnel to face the mounting challenge of student aggression. Drawing upon the accumulated literature, changes are discussed in the content of teacher education programs that would prepare teachers to effectively address student violence. Assertions are made that colleges of education must assume leadership roles in redefining professional boundaries to prepare all school personnel to combat student aggression. Lastly, arguments are presented for strengthening university and public school collaboration to promote programs designed to curb the rising tide of student aggression and violence.  相似文献   

Mail call‐sound off     

Richard E. Lange 《Roeper Review》2013,35(1)

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THE LIMITATIONS OF PUBLIC SCHOOLS THE OPPORTUNITY OF THE CHURCHES     

Richard C. Hughes D.D. 《Religious education (Chicago, Ill.)》2013,108(6):578-587

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Spelling development in 6–11‐year‐old Greek‐speaking Cypriot children     

Nataly Loizidou‐Ieridou  Jackie Masterson  J. Richard Hanley 《Journal of Research in Reading》2010,33(3):247-262

The aim of the present study was to examine the spelling development of Greek‐speaking children in the early school grades. Although Greek orthography is regular for reading, it is much less transparent as far as spelling is concerned. Spelling development was investigated using a word spelling task designed to explore the effects of word length, familiarity and spelling regularity. One hundred and fifty normally developing primary school children living in Cyprus took part in the study. Results suggest that the children employed both phonological and lexical strategies in spelling Greek words. Results indicated that sub‐lexical procedures were more marked for younger children, whereas lexical processing was employed more widely by older children. The findings are interpreted in terms of stage developmental models.  相似文献   

Corporate temperance in higher education     

Richard C. Warren 《Perspectives: Policy and Practice in Higher Education》2013,17(3):82-87

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What stories do I tell now? New times and new narratives for the adult educator     

Richard Edwards  Robin Usher 《International Journal of Lifelong Education》2013,32(3):216-229

Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what it means to be an adult educator.

This article examines the ways in which these changes have found expression in the narratives through which adult educators construct their practices and experiences as meaningful. We argue that there is an interaction between the impact of contestation and change in the field of adult education and learning, its narrative or story‐telling practices and the processes by which the identities of adult educators are formed. We examine the significance of this interaction by drawing on three inter‐related themes‐‐the so‐called turn to textuality, the changes taking place in the economy and the organisation of work including the work of adult educators, and contemporary debates over (post) modern identities. In this way, we demonstrate the significance of new theoretical perspectives in providing insights into the contemporary condition of adult educators.  相似文献   

Flexibility,reflexivity and reflection in the contemporary workplace     

Richard Edwards 《International Journal of Lifelong Education》2013,32(6):377-388

Within contemporary changes there is an increased reflexivity wherein social formations, organizations and individuals are required to change, to learn to change, and change to learn. Lifelong learning has become central to education and economic policy, with an increased emphasis on individuals, workplaces and providers of learning opportunities becoming more flexible. This article explores some of the evidence for the emergence of different workplace practices and identities in response to and as part of the development of reflexive modernization and the significance of pedagogies of reflection in these changes. It suggests that pedagogies of reflection are integral to reflexive modernization, flexible lifelong learners and changes in the workplace.  相似文献   

A study of students' perceptions of the organisation and effectiveness of fieldwork in earth sciences education     

Luis Marques  Joa˜o Praia  Richard Kempa 《Research in Science & Technological Education》2013,31(2):265-278

This paper reports the findings of a preliminary evaluation of an in-service training programme designed for practising geology/earth science teachers in Portuguese high schools and intended to enhance the effectiveness of fieldwork activities organised by them for their students. Among the points particularly stressed during the in-service training were that students should be adequately prepared for fieldwork through classroom-based activities prior to the fieldwork itself and that to arrive at the maximum educational benefit for the students, they should be involved in collaborative group-based investigation. The findings, derived from an enquiry among students following their exposure to fieldwork, revealed that in both these aspects teachers failed to put theory into practice, probably as the result of a lack of confidence to implement novel procedures. On the positive side, the students reported that they enjoyed the social interaction with other students that the fieldwork made possible and the opportunity to work independently of the teachers.  相似文献   

Consorting Adults: Pastoral Care for Headteachers!     

Richard Arrowsmith 《Pastoral Care in Education》2013,31(2):18-20

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Commentary: School reform,teaching and learning     

Richard F. Elmore 《教育政策杂志》2013,28(4):499-504

This commentary on the papers starts with the view that reform policies are additive, layered and unpredictable. Given this nature of reforms, the author suggests certain lessons for policymakers and policy researchers to learn. First, that a theory of learning should underlie policymakers’ implementation decisions. Second, that the multiplicity of reforms may block genuine learning. Third, that understanding the relationship between policy and practice requires an ‘inside‐out’ perspective which takes the changing of educational practice as the central concern rather than the policy environment.  相似文献