Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence     

Daniel Muijs  Alma Harris  Christopher Chapman  Louise Stoll  Jennifer Russ 《School Effectiveness & School Improvement》2013,24(2):149-175

Schools in difficult and challenging circumstances have received increasing policy and to some extent research attention in recent years. Improving schools in these circumstances is likely to prove a difficult process. This literature review has attempted to collect research on improving schools in these areas. Themes emerging from the literature include: a focus on teaching and learning, leadership, creating an information-rich environment, creating a positive school culture, building a learning community, continuous professional development, involving parents, external support and resources. The crucial issue of sustaining improvement is also discussed.  相似文献   

A case-study of one teacher's use of an interactive whiteboard system to support knowledge co-construction in the history classroom     

Rosemary Deaney  Arthur Chapman  Sara Hennessy 《Curriculum Journal》2013,24(4):365-387

Interactive whiteboards (IWBs) have rapidly become an integral feature of many classrooms across the UK and elsewhere, but debate continues regarding the pedagogical implications of their use. This article reports on an in-depth case-study from the wider T-MEDIA project (Teacher Mediation of Subject Learning with ICT: a Multimedia Approach). A key aim of the study was to draw upon sociocultural perspectives to develop a shared, grounded theoretical account of the processes through which teachers mediate subject learning incorporating use of the IWB and other resources. A series of six history lessons with a class of pupils aged 12–13 was videoed and analysed collaboratively by a university research team, the teacher, one of his colleagues and an academic subject specialist. We identify an emerging emphasis upon interdependent learning relationships in the classroom and illustrate how this particular teacher harnessed IWB technology to support a dialogic approach to knowledge construction in history. Strategies included communicating and developing complex ideas and modelling historical thinking processes through use of multiple digital resources; collaborative annotation of images and texts; spotlighting and reveal tools for focusing; and ‘drag and drop’ for classification activities. Revisiting annotated slides served to draw on shared experience.  相似文献   

The Future of the Liberal Arts     

Ruth Mowry Chapman 《The Educational forum》2013,77(4):351-356

For the past year, we have been co-facilitating Theatre of the Oppressed (TO) workshops across Pittsburgh, tailored specifically toward local educators and educational activists. The overarching intentions of these workshops were twofold: (a) to cultivate educators’ understanding of and response to how power and privilege operate in educational systems; and (b) to provide useful tools for educators to continue these conversations and dismantle systems of oppression in their places of practice. As a collective of facilitators and in our workshops, we attempt to create, even if briefly, a beloved community where participants are invited to bring their full, human selves and engage in nuanced reflection in the hopes of creating a more compassionate, just, and equitable society. Like our workshops, the purpose of this article is both practical and theoretical: (a) to provide tangible tools to those readers interested in facilitating TO workshops for educators; and (b) to contribute to our understanding of how TO can serve to cultivate educators’ analysis of oppression.  相似文献   

Education about sexuality in the elderly by healthcare professionals: a survey from the Southern Hemisphere     

Edward Helmes  Joanne Chapman 《Sex education》2013,13(1):95-107

Education about sexuality is one method of reducing common negative stereotypes about this aspect of the life of older people. Knowledge and attitudes toward sexuality are therefore particularly important in those who educate healthcare professionals. We surveyed schools of medicine, nursing, occupational therapy, physiotherapy, psychology, and social work in Australia, New Zealand, and South Africa using White's Aging Sexuality Knowledge and Attitudes Scale. A total of 364 usable surveys were returned, revealing no main effects for differences in generally above-average levels of knowledge and attitudes across professions and the three countries. Some country-by-profession interactions were found for both knowledge and attitudes. Age was found to be the sole demographic factor able to predict both attitude toward and knowledge of sexuality. Findings suggest that levels of knowledge about sexuality and attitudes toward it have improved over earlier studies in North America.  相似文献   

Investigating teachers’ knowledge for teaching mathematics     

Olive Chapman 《Journal of Mathematics Teacher Education》2013,16(4):237-243

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MORAL INSTRUCTION IN CERTAIN HIGH SCHOOLS AND NORMAL SCHOOLS OF WISCONSIN     

Frank Chapman Sharp Ph.D. 《Religious education (Chicago, Ill.)》2013,108(6):693-695

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The processing of cohesion in fiction and non-fiction by good and poor readers     

Margaret MacLean  L. John Chapman 《Journal of Research in Reading》1989,12(1):13-28

Halliday and Hasan's (1976) concept of textual cohesion has generated considerable interest among reading educators. However, there has been very little research which has considered how cohesion operates during reading. This paper reports on a study which used a selective deletion procedure to investigate how good and poor readers (N = 44) from a secondary school in England were able to use cohesion while reading fiction and non-fiction. A feature of the analysis of the results thus obtained is the validation of the concept of a reading development continuum (RDC). Results indicate that good readers were more successful in maintaining the global unity of text than were the poor readers. As well, both groups of readers found it easier to perceive cohesion in fiction than they did in non-fiction. Implications of these findings for reading instruction at the elementary and secondary levels are discussed.  相似文献   

Editorial     

L. John Chapman 《Literacy》1988,22(3):143-143

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Nursing education: 2000 AD and beyond     

C. Chapman 《Health information and libraries journal》1988,5(2):131-132

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Editorial     

L. John Chapman 《Literacy》1985,19(1):2-2

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