Blindfolded in a Minefield: principals' ethical decision-making     

NEIL DEMPSTER  VIRGINIA BERRY 《Cambridge Journal of Education》2003,33(3):457-477

Schools in Australia, as in most other western nations, face global trends resulting in principals being placed under intense and increasing pressure. Some of this pressure results from their having to make and justify decisions that are complex and fraught with ethical difficulty. Unfortunately, many feel ill-equipped to deal with these challenging decisions. A recent survey of principals' experience in relation to such decisions suggests that many lack the skills necessary to confidently discharge their duties. If we accept that there is a dearth of professional development in ethical decision-making, we must accept that there is an obligation to provide appropriate preparation and support, both on employing authorities such as departments of education, and on external agencies such as universities. However, it is essential that such professional preparation appropriately balances system needs against the needs of individual principals in the community contexts in which they work.  相似文献   

The Test of Time: An Essay in Philosophical Aesthetics.     

MARTIN WARNER 《Philosophical Books》1983,24(1):40-42

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FRESHMAN ENGLISH IN AMERICA     

MARTIN STEINMAN JR 《Higher Education Quarterly》1965,19(4):391-395

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TEACHING THE JUSTIFICATIONS FOR THE MORAL LIFE     

JOHN MARTIN RICH 《Educational theory》1964,14(4):308-313

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IMPLICATIONS OF CHANGING ANSWERS ON OBJECTIVE TEST ITEMS     

DANIEL J. MUELLER  VIRGINIA WASSER 《Journal of Educational Measurement》1977,14(1):9-13

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Does Auditing HE Against Standards Encourage Masterpieces or Paint-by-numbers?     

MARTIN CARROLL 《Assessment & Evaluation in Higher Education》2003,28(3):297-307

The quality of higher education in Australia is often described in terms of national and international standards. A new entity called the Australian Universities Quality Agency (AUQA) has been established to audit the manner in which universities, self-accrediting institutions and state accrediting agencies achieve quality higher education. Designing such an audit framework requires consideration of a number of variables, not least being the term 'standards', with a view to recognising the ways in which they affect behaviour within the sector. A framework is presented that addresses the types of standards, the effects of different standards-setters, the manner in which auditees respond to the audit requirement, the manner in which the auditees undertake their task, and a consideration of what effects the audit process has. The paper is presented in two parts; the first develops the analytical framework, and the second uses the framework to explain AUQA's approach to audit.  相似文献   

Cognitive Change in Clients: Cognitive-Mediational Models     

JACK MARTIN 《Counselor Education & Supervision》1987,26(3):192-203

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Counseling is not a Profession—Yet     

MARTIN H. RITCHIE 《Counselor Education & Supervision》1990,29(4):220-227

Criteria for a profession established by McCully and Miller (1969) and others were applied to the occupation of counseling. It seems that counseling is not yet a profession primarily because it lacks professional autonomy and legal recognition.  相似文献   

Thriving With Social Purpose: An Integrative Approach to the Development of Optimal Human Functioning     

MARTIN E. FORD  PEYTON R. SMITH 《教育心理学家》2013,48(3):153-171

This article responds to the need to synthesize theory and research in educational psychology by introducing the Thriving with Social Purpose (TSP) conceptual framework. TSP results when the four components of human motivation—goals, capability beliefs, context beliefs, and emotions—are amplified in dynamic, mutually reinforcing patterns. The centerpiece of the TSP motivational pattern is an active approach goal orientation informed by a fundamental concern for others (social purpose). This orientation is supported and strengthened by a firm belief in one's ability to make progress toward meaningful goals (personal optimism), a persistent tendency to imagine alternative pathways when progress is challenged (mindful tenacity), and intentional efforts to align emotions and circumstances in ways that will best facilitate goal progress (emotional wisdom). The TSP framework also emphasizes positive (discrepancy increasing) feedback cycles that accelerate learning and competence development, facilitate meaningful change, and promote personal and social well-being.  相似文献   

European Reflections: An International Photography Project     

MARTIN PHILLIPS 《The International Journal of Art & Design Education》1996,15(1):73-83

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