Interrogating orthodox voices: gender,ethnicity and educational leadership     

Tanya Fitzgerald 《School Leadership & Management》2013,33(4):431-444

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Bureaucratic Control or Professional Autonomy?: Performance management in New Zealand schools     

Tanya Fitzgerald  Howard Youngs  Peter Grootenboer 《School Leadership & Management》2013,33(1)

Since 1997 appraisal has been a mandated requirement of New Zealand schools. While the management of teacher performance is not new, schools are increasingly being faced with difficult and complex decisions regarding accountability mechanisms for teacher performance. Moreover, in a climate of school self-management the potential exists for tensions between bureaucratic systems and the professional autonomy of teachers to surface. This article reports on research conducted in 2001 that investigated teachers' perceptions of the bureaucratic and professional approaches to performance management in their schools. In a climate of increasing control of teachers' work and professional activities by the State, results from recent research indicate that school managers have adopted a professional approach to the appraisal of staff. Moreover the involvement of teachers in developing school-level appraisal systems is pinpointed as fundamental to the long-term success of appraisal in New Zealand schools.  相似文献   

A sociocultural investigation of the efficacy of outdoor education to improve learner engagement     

Robert White 《Emotional and Behavioural Difficulties》2013,18(1):13-23

A sociocultural investigation with Year 8 secondary-school students experiencing marginalization and displaying signs of social and emotional difficulties in engaging fully with school life who participated in a mediated outdoor education programme was undertaken for this study. The findings indicate that there was a very statistically significant change in self-concept (p < 0.05) during the course of the programme. In addition, all participants reported positive results in relation to building trust, group cohesion, and emotional regulation with positive results on facing the challenges they experience daily within school. Moreover, 75% reported that they experienced positive gains in their family since beginning participation in the programme, and 100% stated that they had developed a deeper level of trust for the other group members.  相似文献   

Accessing ICLAS Network Log Data to Study Student Computer Usage,Course Performance,and Attitude Change     

James A. White  Andria P. Troutman  M. R. Chancey 《Technology, Pedagogy and Education》2013,22(1):79-89

ABSTRACT

This study demonstrated how network usage logs such as those generated by the IBM Classroom Local Area Network Administration System (ICLAS) can be used to study student use of software available on a local area network. Software instrumentation was developed to convert ICLAS log files to a format (?.DIF) usable by spreadsheet and statistics software. Data on 163 students enrolled in an ‘Introduction to Computers in Education’ course during the Summer, 1992 session at the University of South Florida were compiled for exploratory analysis. Correlations of lab use time to course grade, change in knowledge, and change in attitude were performed. It was found that amount of lab use correlated significantly to general attitude toward computers, but that it did not correlate significantly to change in attitude toward school uses of computers or to change in knowledge of course topics.  相似文献   

How Perceptions of an Intervention Program Affect Outcomes     

Tanya Forneris PhD  Steven J. Danish Phd  Elizabeth Fries 《Journal of educational and psychological consultation》2013,23(2):130-149

Goals for Health was a National Cancer Institute funded program designed to impact health behaviors of adolescents living in rural Virginia and New York. This study examined three specific objectives: (a) to examine participants' perceptions of the program components and the relationship between program components and overall program perception, (b) to examine whether subgroups of our participant population perceived the program differently, and (c) to examine whether having positive perceptions of the program predicted changes in program outcomes. Results indicated that program components were significantly related to program perceptions. Perceptions of the program did not differ by subgroup and program perceptions significantly predicted changes in tobacco attitudes and self-efficacy about eating behaviors. Given these findings, school consultants should become aware of how implementation of a program and perceptions of a program may impact program outcomes.  相似文献   

Planning films that teach     

Ralph R. White 《Educational technology research and development : ETR & D》1956,4(2):109-118

Conclusion The viewing of an educational film anf the recall of this viewing should constitute a satisfying learning experience so that the film’s message will be incorporated into a useful store of vicarious experience and remembered facts. Such learning is most likely to occur when those who write, direct, and edit a film have a clear understanding of the nature of the film’s audience and of what the film is expected to do to this audience. Knowing these things and to present his subject matter in the most interesting and satisfying manner possible. Here a long-time writer of educational films and television programs presents some thoughtful ideas on the design of instructional films for specific cudiences. Ralph R. White is a scenario writer with the Army Pictorial Center.  相似文献   

Minding the Gaps: Interprofessional Communication and the Stewardship of Oral Histories With Sensitive Information     

Krista White 《The Journal of Academic Librarianship》2017,43(4):354-363

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Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach     

Karen R. Harris  Tanya Santangelo  Steve Graham 《Instructional Science》2008,36(5-6):395-408

In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.  相似文献   

Creativity and performativity: Counterpoints in British and Australian education   总被引：1，自引：0，他引：1  

Pamela Burnard  Julie White 《British Educational Research Journal》2008,34(5):667-682

This article explores the complex interplay of power between performativity and creativity agendas—a mutual tension that resides in British and Australian education. Accountability constraints and conflicting policy debates are problematised against the wider imperatives of similar government agendas. This ‘counterpoint’ of freedom and control has significant implications for pedagogy and, through accommodating performativity, teacher agency and professionalism are under threat. The authors propose a ‘rebalancing’ where pedagogy transforms from a site of struggle for control, to one where a higher trust is placed in teacher professionalism. The idea of ‘rebalancing pedagogy’ offers a way for teachers to navigate and be supported through the opposing demands of performativity and creativity. It acknowledges the importance of teacher agency and where teaching is judged against the characteristics of a systemic approach that facilitates the building of creative learning communities capable of supporting any curricula or content‐focused programmes in and beyond schools.  相似文献   

Multicultural Visions of Globalization: Constructing Educational Perspectives From the East and the West     

Stephen R. White 《Interchange》2008,39(1):95-117

The thesis of this essay is that globalization is a phenomenon that humankind must be educated for understanding as a process of global evolution. The new world evolving is being defined as requiring a new sense of collective cooperation amongst the peoples of the Earth, if we are to continue to exist on the planet. Educators are in the midst of and have an important role to play in this social and conscious evolution. One of our challenges is to explore the theoretical foundations for framing a new global education agenda. The assertion is that the theories of global, social, and conscious evolution of 20^th century intellectuals and visionaries such as India’s Sri Ghose Aurobindo (1872-1950) and France’s Pierre Teilhard de Chardin (1881-1955) provide the foundation from which to construct a new global educational perspective.  相似文献