K–12 and University Educators Working Together Toward Change: Initiating a Conversation About Practice     

Mary Fisher  Patricia M. Rogan 《The Teacher Educator》2013,48(2):123-143

This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K–12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K–12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K–12 practitioners in their various roles as agents of social change.  相似文献   

Learning to ask,listen, and analyse: using structured interviewing assignments to develop reflection in preservice science teachers     

Deborah J. Trumbull  Mary Johnston Slack 《International Journal of Science Education》2013,35(2):129-142

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Understanding the experiences of bilingual,Latino/a adolescents: Voices from gifted and general education     

Elizabeth Shaunessy  Patricia Alvarez McHatton  Claire Hughes  Alejandro Brice  Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182

Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided.  相似文献   

Making sense of the development of inclusive practices     

Mel Ainscow  Andy Howes  Peter Farrell  Jo Frankham 《欧洲特需教育杂志》2013,28(2):227-242

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.  相似文献   

A Survey of Adolescent Worry In Northern Ireland     

Mary Gallagher  Rob Millar 《Pastoral Care in Education》2013,31(2):26-32

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Managing stress: a comprehensive programme to support young people     

Jo Leggett 《Educational Psychology in Practice》2013,29(4):432-433

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7. The Wadleigh Complex: a dream that soured Mary Anne Raywid     

Mary Anne Raywid 《教育政策杂志》2013,28(5):101-114

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Change awareness in adolescents     

Mary Meeker 《Roeper Review》2013,35(4):39-41

The author provides some insight into the behavior of gifted children and suggests ways in which parents can provide a solid emotional foundation for their child's growth.  相似文献   

INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH     

Mary Lou Kelley  Michael J. MacLean 《Educational gerontology》2013,39(7):631-649

This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas.  相似文献   

Measured lives: the rise of assessment as the engine of change in English schools     

Mary James 《Curriculum Journal》2013,24(3):343-364

The year 2000 marks the end of compulsory education for the first cohort of students to experience the National Curriculum throughout their school careers. This article describes their experience of assessment and compares it with the testing regime that those children who start school in 2000 are likely to experience. Changes in policy from the early Task Group on Assessment and Testing proposals are analysed, especially the increasing priority given to the use of assessment for monitoring and evaluating the performance of teachers, schools and local education authorities. This shift is interpreted in terms of underlying assumptions about effective strategies for change. While Conservative and Labour governments have pursued somewhat different goals, they have used a similar change strategy. This explains why the general thrust of policy has continued in a broadly similar direction - towards ever more testing in schools and the use of results as performance indicators. It is argued, however, that this strategy cannot be pursued indefinitely. After a point, further improvements will only be made if teachers are helped to work ‘smarter’, not just harder. Policy-makers need, therefore, to look again at the contribution that formative assessment - or assessment for learning as part of pedagogy - can make to lifelong learning, in a more coherent, balanced and ‘educational’ system.  相似文献