Teachers’ Views on School Discipline: a theoretical framework     

Bruce Johnson  Victoria Whitington  Murray Oswald 《Cambridge Journal of Education》1994,24(2):261-276

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“Back to the Backlash?” Primary Practitioner Discourses of Resistance to Gender-inclusive Policies     

Evelyn Johnson 《Discourse: Studies in the Cultural Politics of Education》2005,26(2):225-246

In this article I discuss how observed discourses of resistance indicate the exclusion of the standpoint of primary school practitioners from feminist theorization, as well as the exclusion of feminist perspectives from primary school practice. I do so from a feminist position which sees the modernist policy framework of the gender-inclusive curriculum as still having transformative potential in the postmodern era, whilst also perceiving the need for much more specific analysis of the varied discourses of resistance. The data is selected from a wider longitudinal case study that investigated the conceptualization and enactment of a gender-inclusive curriculum policy in the state of Victoria in Australia since 1975. I focus this discussion on interviewed “exemplars” who observed primary practitioner resistance to gender inclusive curriculum policy. I conclude that this case study empirically demonstrates the failure of “backlash” in accounting for the significant specificities of primary practitioner discourses of resistance.  相似文献   

An examination of alternate assessment durations when assessing multiple‐skill computational fluency: The generalizability and dependability of curriculum‐based outcomes within the context of educational decisions     

Theodore J. Christ  Kristin N. Johnson‐Gros  John M. Hintze 《Psychology in the schools》2005,42(6):615-622

The current study extended previous research on curriculum‐based measurement in mathematics (M‐CBM) assessments. The purpose was to examine the generalizability and dependability of multiple‐skill M‐CBM computation assessments across various assessment durations (1, 2, 3, 4, 5, and 6 minutes). Results of generalizability and dependability studies (N = 104 students) suggest that relative interindividual decisions can rely on the results from 1‐minute administrations for low‐stakes decisions and the results of 4‐minute administrations for high‐stakes decisions. Moreover, absolute intraindividual decisions can rely on the results from 4‐minute administrations for low‐stakes decisions and 13‐minute administrations for high‐stakes decisions. The implications and limitations of these results are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 615–622, 2005.  相似文献   

Silver Foils: a reply     

Steve Baron  Dan Finn  Neil Grant  Michael Green  Richard Johnson 《British Journal of Sociology of Education》1982,3(2):189-197

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Activity Theory,Mediated Action and Literacy: Assessing how children make meaning in multiple modes   总被引：1，自引：1，他引：1  

David Johnson 《Assessment in Education: Principles, Policy & Practice》2003,10(1):103-129

The paper reports a study into children's literacy in Bangladesh. It presents reading and writing profiles of a stratified random sample of ten year-old children. The paper argues that while these profiles might be a valuable source of information for the Government of Bangladesh as well as for the international donor community, especially in that they provide diagnostic information of children's literacy development, they do not portray fully the potential of children as meaning-makers. A small number of children from those who performed poorly in assessments of reading and writing were subjected to a further study in which they participated in a 'designing and making' activity. Here, the multiple modes through which children communicated meaning and understanding became the focus of the assessment. This means that we did not look solely at the linguistic mode but focused also on 'mediated action' as a mode through which meaning is made. Thus the potential of children to represent meaning and to create and shape 'new' texts through collaborative engagement with each other, as well as with the material and linguistic resources being used in the activity, became the prime focus of assessment. The paper shows that children who performed poorly on tests of reading and writing were potentially creative meaning-makers when other modes of representation like action and speech were considered. The paper concludes that large-scale studies of children's literacy are necessary and will continue to provide important sources of information for governments attempting to alleviate poverty and create equitable access to education and other social services. On the other hand, data obtained in this fashion mask the potential of children as creative meaning-makers. The study reported here shows that teacher-based assessment, expanded to recognise modes of meaning-making other than language, can be a vital, additional source of information for those interested in children as learners.  相似文献   

Boxing clever: using shoeboxes to support home–school knowledge exchange     

Pamela Greenhough  Mary Scanlan  Anthony Feiler  David Johnson  Wan Ching Yee  Jane Andrews  Alison Price  Maggie Smithson  Martin Hughes 《Literacy》2005,39(2):97-103

A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning.  相似文献   

The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations     

Brown  Scott W.  Boyer  Mark A.  Mayall  Hayley J.  Johnson  Paula R.  Meng  Lin  Butler  Michael J.  Weir  Kimberly  Florea  Natalie  Hernandez  Magnolia  Reis  Sally 《Instructional Science》2003,31(4-5):255-276

The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process.  相似文献   

Exploratory Analysis to Identify Concepts,Skills, Knowledge,and Tools to Educate Business Analytics Practitioners     

Marina E. Johnson  Abdullah Albizri  Rashmi Jain 《Decision Sciences Journal of Innovative Education》2020,18(1):90-118

Recent technological advancements in data storage and processing have changed how companies conduct their business. An increasing number of firms have started putting their efforts in extracting information from their databases to improve profitability and reduce costs using quantitative approaches. Thus, the job market has been experiencing a rapidly growing demand for business analytics (BA) practitioners, and universities across the globe are increasingly responding to this newly emerged field by offering both undergraduate and graduate level degrees as well as certificate programs. Thus, this research aims to provide a framework for academic institutions to develop a state‐of‐the‐art master's in business analytics (MSBA) curriculum by identifying concepts, skills, knowledge, and tools (CSKT) that industry seeks in BA practitioners. Our data‐driven methodology utilizes peer institution analysis, indeed.com web scraping, and focus group analysis with mid‐ and senior‐level analytics leaders from major companies. Our contribution to the literature and recommendations to institutions developing MSBA programs are offered at the end.  相似文献   

An Instrumental Case Study Analysis of Anticipatory Leadership Practices in Community Colleges     

Abe Johnson 《Community College Journal of Research & Practice》2018,42(6):389-404

This qualitative instrumental case study explored the experiences and perceptions of seven community college leaders of their use of anticipatory leadership. Two research questions guided this study: (a) How do community colleges use anticipatory leadership to respond to internal and external changes? (b) How do community college leaders use anticipatory leadership principles for problem solving? The themes that emerged to address question one were engagement with others is required to respond to change effectively, data analysis and currency of knowledge are required to identify gaps and to respond to them, leaders must be willing to take calculated risks, and leaders must communicate effectively in order for change to occur. The themes that emerged to address question two were analysis of data is instrumental to identifying and closing the gaps in institutions, leading to better informed decisions; and anticipatory leadership reduces the need to use reactionary leadership practices. The findings of the study are that the participants identified and supported that anticipatory leadership practices are effective for responding to change. The anticipatory leadership practices highlighted as needed by the participants included the need for leaders who are engaged, have the skills and ability to utilize data to make decisions, are current in their higher education knowledge, take calculated risks when needed, and can communicate effectively. These skills are needed for community college leaders to be able to be proactive versus reactionary in their decision-making, as well as effective with their gap analysis identification, trend predictions, decision-making, and problem solving.  相似文献   

Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research     

Genevieve Marie Johnson 《TechTrends》2006,50(4):46-53

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