Principals’ Perceptions of Barriers to Teacher Dismissal     

Suzanne R. Painter 《Journal of Personnel Evaluation in Education》2000,14(3):253-264

Although scholars and popular press writers are critical of school district failures to remove inadequately performing teachers, little has been said about the thinking of principals on this issue. Because principals are the front-line implementers of evaluation policy, their beliefs about barriers (real or perceived) are likely to influence their actions. This study asked elementary and middle school principals in the state of Oregon to identify barriers to deal effectively with inadequately performing teachers. Results demonstrated that principals believe teacher unions to be the most significant barrier, and blame the union representatives more often than the language of the negotiated contract. In addition, principals identify the amount of time required to engage in the process as a barrier. Continued study of principal beliefs about these factors may suggest (1) areas of needed reform in the implementation of evaluation and (2) administrative training needs.  相似文献   

Super dimensions in globalisation and education     

Suzanne D’Souza 《Educational Philosophy and Theory》2017,49(1):101-104

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Iterative practices and academic development     

Suzanne Le-May Sheffield 《International Journal for Academic Development》2018,23(3):162-164

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Citizenship education in Asia     

Suzanne S. Choo 《Asia Pacific Journal of Education》2015,35(2):149-152

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International Representations of Inclusive Education: How is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia?     

Suzanne Carrington  Beth Saggers  Lenore Adie  Nan Zhu  Dingqian Gu  Xiaoyi Hu 《International Journal of Disability, Development & Education》2015,62(6):556-570

Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified.  相似文献   

A personalized approach to deliver health care information to diabetic patients in community care clinics     

Taneya Y. Koonce  Nunzia B. Giuse  Sheila V. Kusnoor  Suzanne Hurley  Fei Ye 《Journal of the Medical Library Association》2015,103(3):123-130

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Aggregators: Cornerstone or Annex?     

Beverly J. Geckle  Suzanne Mangrum 《期刊图书馆员》2014,66(1-4):139-145

With the goal of building a high quality academic library collection in mind, the Serials Librarian and the Collection Assessment Librarian at Middle Tennessee State University evaluated the value of journal content accessed through a journal aggregator database. Data from EBSCOhost, UlrichsWeb, and Institute for Scientific Information (ISI) Journal Citation Reports were used to evaluate content with respect for subject, quality, and coverage. An important goal of the project was to share the analysis with library liaisons in an effort to assist them with collection development responsibilities. The analysis raises questions about the relationship between discovery, access, and collection development.  相似文献   

Evidence based library and information practice in Australia: defining skills and knowledge     

Lewis S 《Health information and libraries journal》2011,28(2):152-155

This guest feature from Suzanne Lewis, a long-time advocate of evidence based library and information practice (EBLIP) in Australia, discusses a current trend within the movement that focuses on the skills, knowledge and competencies of health librarians. In particular, the feature describes three specific Australia-based research projects, on expert searching, indigenous health and future skills requirements for the health library workforce respectively, that exemplify this trend. These projects illustrate how the evidence base can be strengthened around the skills and knowledge required to deliver services that continue to meet the changing needs of health library and information users.  相似文献   

Implications of Cognitive Psychology for Measurement and Testing: Diagnosis of Procedural Errors     

Suzanne Lane 《Educational Measurement》1989,8(4):17-20

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Teaching and Learning Science in American and Chinese High Schools: a comparative study     

Zhixin Su  Jilin SU  Suzanne Goldstein 《比较教育学》1994,30(3):255-270

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