Agile administrative choreographies for multimode education at the University of Pretoria     

Tony John Mays  Folake Ruth Aluko 《Distance Education》2019,40(1):5-19

This paper responds in part to a special edition of this journal (39/2) on dual-mode provision. We were concerned that contact providers might drift into distance education provision through extending campus-based online learning without first thinking through the underpinning implications of its administrative systems, an issue that was not addressed in the special edition. Proceeding from a pragmatic and constructivist perspective, while adopting a transactional orientation drawing on systems theory and hermeneutics, this paper focuses on the challenge for administrative staff and systems of the changing nature of provision in terms of both the underpinning learning and business models. Based on experience and reflection, we conclude that the move into dual- and multimode provision is inevitable and that this requires agility on the part of both administrative staff and systems that is often overlooked in planning and review processes.  相似文献   

把好听的歌曲录下来     

Tony 《少年电脑世界》2003,(7)

《魔力软件》指路牌放假喽!自由喽!嘟嘟和编辑部的众小编们可没这等好事,羡慕……假期中,和心爱的电脑有了更多亲密接触的时间。除了玩游戏、看新闻、聊天……还能用电脑做什么呢?仔细想想,对!电脑还可以用来听音乐。但是你有没想过用电脑来学唱歌呢?本期《魔力软件》的主题就是“快乐暑假,音乐相伴”,有《把好听的歌曲录下来》、《眯眯虾的歌星之路》、  相似文献   

Developing Practice： Teaching Teachers Today for Tomorrow     

Tony John  Mays 《美中教育评论》2011,(6):859-871

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Issues and Challenges in Initial Teacher Education     

Tony Edwards 《Cambridge Journal of Education》1992,22(3):283-291

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A Different Angle: English teaching and its narratives     

Tony Burgess 《Changing English: An International Journal of English Teaching》1996,3(1):57-77

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Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education     

Chris Hanley  Tony Brown 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):306-318

ABSTRACT

The paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands.  相似文献   

Horizons,themes and pretensions: How Sally Solved The Mystery of ‘Tom's Midnight Garden’     

Tony Martin 《Literacy》1985,19(1):13-19

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Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献   

Obituary ‐ Jane Rowlands (nee Barton)     

Tony McSen 《Health information and libraries journal》2007,24(2):150-152

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Chronicling the Emergence of Human Performance Technology     

Tony O'Driscoll 《Performance Improvement》2015,54(6):34-47

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