Enacting policy: the capacity of school leaders to support early career teachers through policy work     

Anna M. Sullivan  Chad Morrison 《The Australian Educational Researcher》2014,41(5):603-620

Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers.  相似文献   

From empowerment to response-ability: rethinking socio-spatial,environmental justice,and nature-culture binaries in the context of STEM education     

Kayumova  Shakhnoza  McGuire  Chad J.  Cardello  Suzanne 《Cultural Studies of Science Education》2019,14(1):205-229

Cultural Studies of Science Education - In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad’s concept of agential realism, as a critical...  相似文献   

Teacher evaluation practices in our largest school districts: Are they measuring up to ‘state-of-the-art’ systems?     

Chad. D. Ellett  Joanne S. Garland 《Educational Assessment, Evaluation and Accountability》1987,1(1):69-92

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Distance education and the impact of technology in Europe and Japan     

Ken Albrechtsen  Heather Mariger  Chad Parker 《Educational technology research and development : ETR & D》2001,49(3):107-115

Conclusion Imagine the possibilities of distance education in our future, even the near future. The pace of technological development allows for increased personal interaction between people at great distances. This is the essence of distance education: to be able to take part in an instructional activity without regard to time or distance. The potential for the Internet and other developing technologies is impossible to forecast accurately. Who would have guessed 20 years ago today's technological advances that allow us to expand our opportunities to learn, and to enjoy an improved lifestyle. This is an eventful time in the world's history, with much to look forward to. However, less developed countries may not share this positive outlook. If distance education is to spread around the globe, beyond the economic wealth of Europe, Japan and the United States, we have to consider the particular needs of countries with lesser means. This may mean not using the highest or latest technology available. The communications micracle brought about by the Internet facilitates the sharing of the haves with the have-nots. It is well known that the gap is widening between the richest and poorest countries. Ironically, the very technology that is part of widening this gap can also be used to close it. Ken Albrechtsen completed his master's degree in Instructional Technology at Utah State University and currently is with Parker Aerospace, Ogden, UT. She works for the Center for Persons with Disabilities. Chad Parker is seeking his master's degree in Instructional Technology at Utah State University and is a program manager for the off-campus Educational Technology program.  相似文献   

The class politics of rush Limbaugh     

Chad Harris  Vicki Mayer  Catherine Saulino  Dan Schiller 《The Communication Review》2013,16(4):545-564

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Open access metadata: current practices and proposed solutions     

Chad HUTCHENS 《Learned Publishing》2013,26(3):159-165

Nearly every major publisher offers open access content of some sort, but open access metadata standards are non‐existent amongst content providers. Users, librarians, content providers, and technology vendors who offer OpenURL resolvers and discovery services all stand to benefit from standardized ways to indicate what content is open access and what is not. Additionally, all stakeholders would benefit from a standardized method by which one can ascertain what form of open access any content may be; indeed, there are many definitions of open access. There is ample evidence that every publisher handles their content metadata differently and this creates inefficiencies in the scholarly information supply chain and leads to user confusion. Many initiatives are currently working on solutions to these problems including the NISO KBART workgroup, NISO's Open Discovery Initiative, and NISO's very recently created Open Access Initiative. There are also pre‐existing concepts based on services, such as CrossRef's CrossMark service and discovery systems that hold promise with respect to open access content and metadata.  相似文献   

Psychological Factors in Community College Student Retention     

Chad Luke  Frederick Redekop  Chris Burgin 《Community College Journal of Research & Practice》2013,37(3):222-234

This study explored psychological factors in the context of a community college population purported to impact decisions to remain in college from one semester to another. Researchers examined results from 1191 responses from students attending a community college in the Mid-Atlantic United States. The study further explored the predictive power of four factors—career decision self-efficacy, career locus of control, education-employment connection, and intent to return—on both intent to return and on actual return to the college. Results indicated that intent to return was significantly predictive of actual return among this community college population. Additionally, age and gender differences, along with differences in the various psychological factors had differential impacts on each other, as well as on intent to return and subsequent return. Implications are discussed.  相似文献   

‘I can do it,and how!’ Student experience in access and equity pathways to higher education   总被引：1，自引：0，他引：1  

Chad Habel 《高等教育研究与发展》2012,31(6):811-825

Alternative pathways and enabling courses such as foundation programmes are well-established in some tertiary institutions and are likely to be broadened and enhanced across the sector. If such a course is designed along the lines of Biggs’ constructive alignment, it would be hoped that students would be likely to adopt a ‘deep approach’ to learning through their course of study. In addition, it is often assumed (but rarely properly demonstrated) that such courses promote the confidence of students to achieve well in their academic studies. This study explored changes in approaches to learning and academic self-efficacy in the first topic of a Foundation Course, using Biggs’ R-SPQ-2F and a newly developed academic self-efficacy scale. While the findings on approaches to learning were inconclusive, analysis showed a substantial and statistically significant increase in academic self-efficacy.  相似文献   

Examining Punishment and Discipline: Defending the Use of Punishment by Coaches     

Chad Seifried 《Quest (Human Kinetics)》2013,65(3):370-386

Confusion, uncertainty, and debate often surround the terms discipline and punishment because scholars fail to publicize that they possess distinctive meanings. This article differentiates punishment from discipline and attempts to present some rationale supporting its use, especially corporal punishment, in a sport setting from a coaching perspective. Punishment and discipline appear appropriate to study in the sporting environment because coaches must work with their players and actions affecting one player often impact the others. Thus, a wrongful behavior committed by one frequently extends consequences on teammates. Overall, this work proposes that punishment serves as an effective treatment when a coach intends to instruct, train, drill, and cultivate behavior and learning from those mentally capable of appreciating its objective. Punishment arguably appears most appropriate when a coach believes there is no other alternative for censuring and deterring behaviors and restoring the balance between victims, offenders, and the team or organization. It also appears to be an appropriate method to help perpetrators alleviate a sense of guilt or shame because punishment motivates offenders to demonstrate their repentance, a requirement for reentering society as a whole person in the eyes of others and oneself. Support for punishment also focuses on its unique ability to maintain or create order and stability, while also satiating negative feelings associated with victimization. Finally, this work argues we must recognize conventional punishment is age appropriate and proportional to the violation. Overall, punishment is acceptable because when properly measured, it supports the intrinsic worth of people as moral agents.  相似文献   

Child pornography in peer-to-peer networks     

Chad M.S. Steel 《Child abuse & neglect》2009,33(8):560-568

ObjectiveThe presence of child pornography in peer-to-peer networks is not disputed, but there has been little effort done to quantify and analyze the distribution and nature of that content to-date. By performing an analysis of queries and query hits on the largest peer-to-peer network, we are able to both quantify and describe the nature of querying by child pornographers as well as the content they are sharing.MethodChild pornography related content was identified and analyzed in 235,513 user queries and 194,444 query hits.ResultsThe research confirmed a large amount of peer-to-peer traffic is dedicated to child pornography, but supply and demand must be separated for a better understanding. The most prevalent query and the top two most prevalent filenames returned as query hits were child pornography related. However, it would be inaccurate to state child pornography dominates peer-to-peer as 1% of all queries were related to child pornography and 1.45% of all query hits (unique filenames) were related to child pornography, consistent with a smaller study (Hughes et al., 2008).In addition to the above, research indicates that the median age searched for was 13 years old, and the majority of queries were gender-neutral, but of those with gender-related terms, 79% were female-oriented. Distribution-wise, the vast majority of content-specific searches are for movies at 99%, though images are still the most prevalent in availability.ConclusionsThere is no shortage of child pornography supply and demand on peer-to-peer networks and by analyzing how consumers seek and distributors advertise content we can better understand their motivations.Practice implicationsUnderstanding the behavior of child pornographers and how they search for content when contrasted with those sharing content provides a basis for finding and combating that behavior. For law enforcement, knowing the specific terms used allows more timely and accurate forensics and better identification of those seeking and distributing child pornography. For Internet researchers, better filtering and monitoring is possible. For mental health professionals, understanding the preferences and behaviors of those searching supports more effective treatment.  相似文献