Ideal knowing: logics of knowledge in primary school curricula     

Vicki Macknight 《British Journal of Sociology of Education》2011,32(5):717-728

This paper is written to draw attention to the ideal knower and the logic of knowledge embedded in curricula. New logics and new knowers, I argue, are conjured with the hope they will be capable of succeeding in curriculum designers’ imagined future. I frame this discussion in terms of debates about the place of knowledge in the sociology of education. Knowledge and knowers are produced together in curriculum, and it is useful to keep them together in studying classrooms. The bulk of the paper is a detailed comparison of two curricula written for the Australian state of Victoria. I will show that one – the 2000 Curriculum Standards Framework, second edition – follows a logic of truth. The second – the 2007 Victorian Essential Learning Standards – follows a logic of realisation. These contrasting logics require and instantiate quite different types of knower.  相似文献   

Observing the process of mathematics teacher change: part 2     

David Reid  Vicki Zack 《Journal of Mathematics Teacher Education》2010,13(6):441-444

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Basic list of veterinary medical serials,third edition: using a decision matrix to update the core list of veterinary journals     

Ana G Ugaz  C. Trenton Boyd  Vicki F Croft  Esther E Carrigan  Katherine M Anderson 《Journal of the Medical Library Association》2010,98(4):282-292

Objective:

This paper presents the methods and results of a study designed to produce the third edition of the “Basic List of Veterinary Medical Serials,” which was established by the Veterinary Medical Libraries Section in 1976 and last updated in 1986.

Methods:

A set of 238 titles were evaluated using a decision matrix in order to systematically assign points for both objective and subjective criteria and determine an overall score for each journal. Criteria included: coverage in four major indexes, scholarly impact rank as tracked in two sources, identification as a recommended journal in preparing for specialty board examinations, and a veterinary librarian survey rating.

Results:

Of the 238 titles considered, a minimum scoring threshold determined the 123 (52%) journals that constituted the final list. The 36 subject categories represented on the list include general and specialty disciplines in veterinary medicine. A ranked list of journals and a list by subject category were produced.

Conclusion:

Serials appearing on the third edition of the “Basic List of Veterinary Medical Serials” met expanded objective measures of quality and impact as well as subjective perceptions of value by both librarians and veterinary practitioners.

Highlights

• The 123 journals on the “Basic List of Veterinary Medical Serials” include 117 journals with a decision matrix score of 15 points or higher, with an additional 6 journals included for more complete subject representation.
• Subject categories with the greatest number of journals are internal medicine, food animal medicine, and research.
• Updates for the third edition of the “Basic List” include 59 new titles and 13 new subject categories.

Implications

• The third edition of the “Basic List” provides a useful collection development and assessment tool for veterinary libraries, as well as general libraries with a need to develop a core collection of veterinary resources.
• The decision matrix approach, using standard quantitative and focused qualitative measures, provides a useful methodology for creating core lists in other disciplines.

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From Beliefs to Actions: The Beliefs and Actions of Teachers Implementing Change     

Haney  Jodi J.  Lumpe  Andrew T.  Czerniak  Charlene M.  Egan  Vicki 《Journal of Science Teacher Education》2002,13(3):171-187

Journal of Science Teacher Education -  相似文献   

Development and Validation of Professional Development Resource Materials for Teachers Cbvering Commwnicathg and Interpreting Assessment Results     

Barbara S. Plake  James C. Impara  Vicki L. Wise 《Educational Measurement》1997,16(2):19-24

How were the materials tested? How did the reactions of teachers compare to those of measurement students? How can these materials be used effectively?  相似文献   

BIG CHANGE QUESTIONS. "SHOULD LARGE-SCALE ASSESSMENT BE USED FOR ACCOUNTABILITY?" -- The Fusion of Pressure and Support     

Michael Barber  Vicki Phillips 《Journal of Educational Change》2000,1(3):277-281

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Researching Expanded Notions of Learning and Work and Underemployment: Findings of the First Canadian Survey of Informal Learning Practices     

D. W. Livingstone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):491-514

The paper offers an analysis of the results of the first country-wide survey of the informal learning practices of adults in Canada, conducted in 1998. The survey was based on expanded conceptions of both learning (including informal learning and continuing education as well as schooling) and work (including community volunteer work and housework as well as paid employment). Respondents were found to be devoting unprecedented amounts of time to learning activities, including an average of 15 hours per week in informal learning projects. The patterns and interrelations of all of these dimensions of work and learning are summarized. Multiple dimensions of the underemployment of achieved learning in paid employment are briefly identified. The existence of widespread underemployment suggests that we are living in a knowledge society but not yet in a knowledge-based economy. The paper concludes with possible implications of the empirical research findings using these expanded conceptions of learning and work for policy and program initiatives.  相似文献   

A Case Study of Liberal Arts Colleges in the 21st Century: Understanding Organizational Change and Evolution in Higher Education     

Vicki L. Baker  Roger G. Baldwin 《Innovative Higher Education》2015,40(3):247-261

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Academic departments as networks of informal learning: faculty development at liberal arts colleges     

Meghan J. Pifer  Vicki L. Baker  Laura G. Lunsford 《International Journal for Academic Development》2015,20(2):178-192

In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures.  相似文献   

A Shift to Inquiry: The Heart of Effective Teaching and Professional Development for the Twenty-First Century     

Vicki Bartolini  Karen Worth  Judy E. Jensen LaConte 《The New Educator》2014,10(1):53-61

This article explores how an experienced teacher navigates the demands of curriculum to implement her inquiry-centered teaching and learning philosophy, and how administrators along the way supported her during this change. Interviews with this classroom teacher surface suggestions for twenty-first-century professional development and support, including the development of equitable, intellectual, and trusting relationships between teachers and administrators, attitudes of curiosity and availability on the part of administrators, and the use of documentation to provide evidence and visibility of meaningful teaching and learning. This article invites teachers interested in change and administrators committed to supporting competent teachers to consider the strategies proposed.  相似文献