Teacher Education Around the World     

Fulvia Furinghetti  Carne S. Barnett 《Journal of Mathematics Teacher Education》1998,1(3):341-356

  相似文献   

The slow handwriting of undergraduate students constrains overall performance in exam essays     

Vincent Connelly  Jo Barnett 《教育心理学》2005,25(1):99-107

  相似文献   

Research on Language and Communication in Children who have Severe Handicaps: a review and some implications for intervention     

Janette Barnett 《教育心理学》1987,7(2):117-128

Abstract This paper presents a critical discussion of some contemporary literature on the language development of, and problems in communication for, persons with severe handicaps. For meaning to be transmitted from one person to another requires a social interactive context. These transactional exchanges begin very early in a child's life and carry particular implications for caregivers and therapists. Some implications of this literature for intervention are suggested.  相似文献   

Why bright college students won't teach     

Barnett Berry 《The Urban Review》1986,18(4):269-280

A case study of the career expectations of noneducation college seniors (primarily in high demand fields) reveals that present policies, such as career ladders, merit pay, and traditional college loan programs, may have little positive impact on their consideration of teaching as a career alternative. For the brightest of the students, the most significant reasons why they won't teach relatenot to the lack of financial reward in teaching, but to frustrating working conditions, bureaucratic requirements, the lack of professional control, and few opportunities for intellectual growth, as well as their intolerance for diversity in the workplace and their perception of teaching as a boring job. In most cases, these negative lessons about teaching were learned while they were public school students. The recent movement to professionalize teaching would appear to be an important step in luring these bright students into teaching. However, professionalism alone will not ensure a school district's ability to attract and retain bright college students as teachers.  相似文献   

INDIAN HIGHER EDUCATION IN CANADA: THE CONTRADICTIONS OF SPECIAL PROGRAMMES     

Vic Satzewich 《Higher Education in Europe》1992,17(4):34-42

This paper examines one particular response of the Canadian government to the issue of multi‐ethnicity in higher education: the constraints placed on people of Indian origin with regard to attendance at universities until the 1950's, and traces the historical development of special programmes within universities for Indian students. It suggests that while special programmes for Indian students may be a positive step in terms of Indian control of Indian education and the development of an infrastructure for both self‐government and economic development, such programmes are nevertheless problematic. In particular, special programmes tend to reinforce negative and potentially racist stereotypes about Indian culture. They suggest that Indian people trained in special programmes are only capable of dealing with other Indian people. The degrees granted by special programmes are devalued by employers. State efforts to increase the level of education amongst Indian people are aimed at creating a new set of agents of social control.  相似文献   

Moral judgment development of college students     

Donald A. Biggs  Robert Barnett 《Research in higher education》1981,14(2):91-102

In recent years, psychologists and educators have shown increased interest in the moral development of college students. Kohlberg and Rest discuss a six-stage model of moral judgment development that has generated considerable research. The findings have raised several issues regarding the relevance of attitudes, traits, and experiences in understanding the moral judgment development of students. This study examines the differential impact of (1) college experiences, (2) attribution beliefs and attitudes about punitiveness, (3) educational and academic characteristics, and (4) freshmen level of moral judgment development on the level of moral development of upper-division students, who as freshmen were classified as having either low or high levels of moral reasoning. For freshmen with low moral reasoning scores, their upper-division level of moral judgment development was significantly related to their causal attribution beliefs regarding personal responsibility. For those freshmen with high moral reasoning scores, their initial level of moral reasoning was the most significant factor related to their upper-division level of moral judgment development. For these students, participation in extracurricular activities was negatively related to upper-division moral reasoning scores. The more they had participated in extracurricular activities, the lower their upper-division moral reasoning scores.  相似文献   

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making     

Sanne Peters  Liza Hopkins  Tony Barnett 《British Journal of Special Education》2016,43(2):142-158

Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students’ educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence‐informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients’ medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.  相似文献   

Legitimizing subjectivity: Meritorious performance and the professionalization of teacher and principal evaluation     

Barnett Berry  Rick Ginsberg 《Journal of Personnel Evaluation in Education》1989,2(2):123-140

An earlier version of this article was a paper presented at the 1988 Annual Meeting of the American Educational Research Association, New Orleans  相似文献   

‘Unless you are collaborating with a big name successful professor,you are unlikely to receive funding’     

Sarah I. Leberman  Brigit Eames  Shirley Barnett 《Gender and education》2016,28(5):644-661

Women consistently remain underrepresented in senior academic roles within the academy worldwide. Academics increasingly require research funding to conduct research, leading to publications, both of which can then be used for promotion applications. This article explores fourteen academic women's experiences of the research funding process in New Zealand, to provide insights into one aspect of why this inequity continues. The findings identify institutional, personal, and funding issues that impact on women's application behaviour. Addressing these may assist in developing women's careers as academics and provides us with a more in-depth understanding of the issues than have previously been gleamed from large quantitative studies.  相似文献   

Patterns of theory use in qualitative research in higher education studies in Latin America: a geopolitical interpretation     

Carolina Guzmán-Valenzuela  Ronald Barnett 《International journal of qualitative studies in education》2019,32(5):477-492

The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems – ‘epistemic problematization’; and (ii) a nuancing of Northern theories so as to contextualize them – ‘epistemic nuancing’. Suggestions are also made for a new configuration of knowledge production in higher education studies – a model of knowledge from and for the South.  相似文献