The Innovative School: Organization and Instruction     

Deborah Cutchin  J. Sharon Sherman 《School Effectiveness & School Improvement》2013,24(3):347-352

Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided.  相似文献   

Complicity and control in the workplace: a critical case study of TQM,learning, and the management of knowledge     

Fred M. Schied  Vicki K. Carter  Judith A. Preston  Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172

This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge.  相似文献   

Cloning the Blairs: New Labour's programme for the re-socialization of working-class parents     

Sharon Gewirtz 《教育政策杂志》2013,28(4):365-378

In his speech to the Confederation of British Industry (CBI) in July 1999, the UK Secretary of State for Education, David Blunkett, set out New Labour's vision for a system of education in which there is ‘excellence for the many not just the few’. He outlined what is essentially a bi-focal strategy for achieving this vision. The first focus is on the education system itself, the structures and practices that New Labour believes need to be in place if schools and services are going to meet the needs of all children and not just a privileged minority. The second focus is on the need to promote ‘a culture of achievement’, as, according to Blunkett, the vision ‘depends on changing attitudes as well as the system itself’. This paper focuses on this second strategy, more specifically the government's attempts to change the attitudes of parents. It is argued that this strategy aims to eradicate class differences by reconstructing and transforming working-class parents into middle-class ones, that it represents possibly the most important and far-reaching aspect of New Labour's policy agenda, and that it has not so far received the attention it deserves. The paper is in two parts. The first part sets out what is involved in New Labour's programme of re-socialization and explores the mechanisms by which New Labour is attempting to universalize the values, attitudes and behaviour of a certain fraction of middle-class parents. The second part develops a critique of this programme.  相似文献   

Transition to Postsecondary Education     

Sharon H. deFur 《Exceptionality》2013,21(4):175-177

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Experiences of teacher evaluation systems on high school physical education programs     

Sharon R. Phillips  Kevin Mercier  Sarah Doolittle 《Physical Education & Sport Pedagogy》2017,22(4):364-377

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.  相似文献   

Evaluation of a university course to promote physical activity: project GRAD     

Sallis JF  Calfas KJ  Nichols JF  Sarkin JA  Johnson MF  Caparosa S  Thompson S  Alcaraz JE 《Research quarterly for exercise and sport》1999,70(1):1-10

Project GRAD (Graduate Ready for Activity Daily) evaluates a university course to promote physical activity. In a randomized study, 338 university seniors participated in either an intervention or control course for academic credit, and posttest data were collected on 321. The control course was knowledge-oriented. The intervention course taught behavior change skills in weekly lectures and peer-led labs. Physical activity was assessed with 7-Day Physical Activity Recall interviews. The intervention had no significant effects on men. Among women, the intervention increased total physical activity during leisure, strengthening exercises, and flexibility exercise. This university course had the intended effects of promoting healthful patterns of physical activity among women, but no effects were observed on men, who were more active than women at baseline.  相似文献   

Confining the Poor to Ignorance? Eighteenth‐Century American Experiments with Charity Education     

Sharon Braslaw Sundue 《History of education quarterly》2007,47(2):123-148

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Book Reviews     

Olivia Remie Constable  Eleanor A. Congdon  Andrew J. Lane  Sharon E. J. Gerstel  Ann Chamberlin  G.A. Loud 《Al-Masaq: Islam & the Medieval Mediterranean》2007,19(2):199-215

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Contextualizing the Interpretation of Reliability Data     

Paul D. Nichols  Philip L. Smith 《Educational Measurement》1998,17(3):24-36

What is the relationship between the context and substantive meaning of a measure and the assessment of the reliability of the measure? Does the interpretation of a reliability coefficient depend on the nature of the measure? How does this approach to reliability relate to alternative assessments?  相似文献   

Reading and Writing Intervention for Older Students with Disabilities: Possibilities and Challenges     

Carolyn A. Denton  Sharon Vaughn 《Learning disabilities research & practice》2008,23(2):61-62

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