Predictions: 30 Great Minds on the Future     

Brian J. Ford 《Endeavour》2000,24(4):185

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Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand’s English-medium secondary schools     

Mere Berryman  Therese Ford 《International Journal of Leadership in Education》2017,20(5):525-538

This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realize their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school’s communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application.  相似文献   

A Parable for Followers     

Edsel Ford 《The Educational forum》2013,77(3)

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Evaluating performance improvement     

Donald J. Ford 《Performance Improvement》2004,43(1):36-41

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Pursuing a Multidimensional View of Transfer     

Stephen L. Yelon  J. Kevin Ford 《Performance Improvement Quarterly》1999,12(3):58-78

Training researchers and practitioners have typically focused their attention on one type of transfer, the transfer of tasks that require trainees to learn and apply a prescribed standard procedure. Further, researchers and practitioners have examined this type of transfer in situations where supervisors hold trainees accountable for applying the trained knowledge and skill, Performance professionals have developed theoretical frameworks, training principles, and training guidelines to improve transfer based on this conception of transfer. In contrast, this paper presents a multidimensional perspective to training transfer. One dimension concerns task adaptability-a continuum from relatively closed tasks, where task steps are highly prescribed, to relatively open tasks, where the task steps can be adapted to varying circumstances of the job. The other dimension concerns worker autonomy-a continuum from heavily supervised to highly independent work. Based on this expanded perspective of transfer, for each combination of variable, we offer principles for effective transfer as well as specific problems which must be solved to achieve the best results. We also provide suggestions for evaluating training success and derive research propositions that deserve attention.  相似文献   

On Primary Matters,Because Primary Matters     

Raywen Ford 《The International Journal of Art & Design Education》2003,22(3):260-267

The list of achievements of NSEAD is significant, but this paper suggests that the lack of primary membership, standing at 4% at the time of writing, is a loss to both the Society, and the primary sector. In order to meets its objects as written in the constitution, the Society needs to represent art, craft and design education in all sectors. The paper underlines the value of education in art and design in the primary sector, and suggests that misunderstandings that exist about the nature of and importance on the activity of young children, particularly in relation to play, are indeed misunderstandings and need to be addressed.  相似文献   

The culture of unemployment     

Boris Ford 《Higher Education Quarterly》1979,34(1):3-4

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Charles Morris and UQ     

Boris Ford 《Higher Education Quarterly》1967,22(1):5-5

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ADHD,parent perspectives and parent–teacher relationships: grounds for conflict          下载免费PDF全文

Ruth Gwernan‐Jones  Darren A. Moore  Ruth Garside  Michelle Richardson  Jo Thompson‐Coon  Morwenna Rogers  Paul Cooper  Ken Stein  Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.  相似文献   

Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (6th edition). Peter McLaren. Boulder and London: Paradigm Publishers, 2014; 289 pp. $63.71 (paperback).     

Derek R. Ford 《Educational Studies A Journal of the American Educational Studies Association》2015,51(5):437-440

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