Re-envisioning the Professional Doctorate for Educational Leadership and Higher Education Leadership: Vanderbilt University's Peabody College Ed.D. Program     

Timothy C. Caboni  Eve Proper 《Peabody Journal of Education》2013,88(1):61-68

This article describes the process by which the faculty of the Department of Leadership, Policy and Organizations at Vanderbilt University's Peabody College conceived and implemented a new doctoral program designed for senior education practitioners. The authors describe the organizational context in which decisions were made. Next, they explain the theoretical and philosophical underpinnings of the revised degree program. Then, specifics of the program curriculum and delivery are detailed. Finally, the article explores how the reconceptualized program is differentiated from the traditional research doctorate. At Vanderbilt, the Ed.D. is designed for mid-career professionals with an orientation to practice who seek a terminal degree and career advancement within their organizations. It is oriented toward solving problems of practice and takes as its goal placement of graduates into senior leadership positions within educational organizations.  相似文献   

“Who are your Friends?” Complexities in Multicultural Education     

Shira Eve Epstein 《The Urban Review》2010,42(1):39-57

In this paper, I explore the experiences of fourth and fifth grade students engaged in Beyond Today, an urban after school program, that aimed to enact a social reconstructionist multicultural curriculum. The program gathered White, Black, and Latino/a youth to explore issues of discrimination and social justice and develop leadership towards social change. This paper focuses on the complex nature of students’ responses to a multicultural curriculum that foregrounded conversations about race and inequity. Students were seen to build ties of friendship across racial lines and develop activist skills of social critique. On other occasions, they maintained borders, distancing themselves from students of different races. After an overall review of the students’ varied reactions to the Beyond Today curriculum, I highlight specific vignettes that show how these tensions can simultaneously emerge within particular incidents. This research can be of use to teachers and teacher educators when envisioning and planning for student responses to multicultural curriculum.  相似文献   

Sailing the Digital Seas: Charting a New Course with CONTENTdm     

Eve Grunberg  Francesca Francis  Jennifer Bazeley 《期刊图书馆员》2014,66(1-4):204-211

With the transition of government publications from print to digital over the last decade, the State Library of North Carolina saw the need to implement a content management system for the state’s digital publications. The State Library formed a Digital Information Management Program (DIMP) in 2006 to address the challenge of managing their digital collections. The library chose to utilize OCLC Online Computer Library Center, Inc. (OCLC)’s CONTENTdm software to manage their digital materials and associated metadata. The presentation described below outlined the processes and challenges in managing their collections with this software.  相似文献   

Memorization strategies in basic school: grade-related differences in reported use and effectiveness     

Hennok  Liis  Mädamürk  Kaja  Kikas  Eve 《European Journal of Psychology of Education - EJPE》2023,38(3):945-961

European Journal of Psychology of Education - The study aims to examine students’ awareness and reported use of learning strategies as well as their effectiveness for word recognition using a...  相似文献   

‘Rags to Riches?’ New Histories of Social Mobility in Modern Britain - Introduction     

Christina de Bellaigue  Helena Mills  Eve Worth 《Cultural and Social History》2019,16(1):1-11

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The mental and physical health difficulties of children held within a British immigration detention center: A pilot study     

Ann Lorek  Kimberly Ehntholt  Anne Nesbitt  Emmanuel Wey  Chipo Githinji  Eve Rossor  Rush Wickramasinghe 《Child abuse & neglect》2009,33(9):573-585

ObjectiveThe present study aimed to assess the mental and physical health of children held within a British immigration detention center.MethodA total of 24 detained children (aged 3 months to 17 years) were assessed with their parents or carer after being referred by a registered legal charity. Thirteen were seen by a pediatrician alone, 4 by a psychologist alone, and 7 by both professions using semi-structured clinical interviews. The psychologist also used standardized self-report questionnaires to measure psychopathology.ResultsDuring the psychological assessment of 11 children, 8 met criteria for psychiatric “caseness” on the Strengths and Difficulties Questionnaire. All 11 reported symptoms of depression and anxiety. Sleep problems, somatic complaints, poor appetite, emotional symptoms, and behavioral difficulties were common. Symptoms of global distress were also reported by all 9 parents. According to pediatric assessment 8 out of 20 children had lost weight. Six had missed health appointments and 2 were taken to hospital. Nutritional, developmental, educational, and child protection concerns were raised.ConclusionsDetained children were found to be experiencing mental and physical health difficulties of recent onset, which appeared to be related to the detention experience. These findings support previous Australian studies demonstrating that detention is not in the best interest of the child. It suggests that current UK policies regarding the detention of children for purposes of immigration control should be re-examined. Further research in the area is required.Practice implicationsAlthough high levels of mental and physical health problems, as well as child protection concerns were detected, detained families had very limited access to appropriate assessment, support or treatment. The traumatic experience of detention itself also has implications for the sizeable proportion of psychologically distressed children who are eventually released from detention and expected to successfully reintegrate into British society; while those children who are deported are returned with increased vulnerability to future stressors.  相似文献   

From Patronage to Profiteering? New Zealand's educational relationship with the small states of Oceania   总被引：1，自引：0，他引：1  

Eve  Coxon 《Educational Philosophy and Theory》2002,34(1):57-75

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Women in Post-Revolutionary American Culture: Susanna Haswell Rowson's American Career 1793–1824     

Eve Kornfeld 《Journal of American culture (Malden, Mass. : 2003)》1983,6(4):56-62

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‘Lessons Learned’ from introducing universal strategies designed to support the motor and functional skills of Reception and Year 1 children in a sample of primary schools in South East England     

Eve Hutton  Sue Soan 《Education 3-13》2017,45(1):83-103

This article describes an evaluation of universal resources designed to support motor development in Reception and Year 1 children. Four schools (Year R–Year 6) in the South East of England, three with high numbers of disadvantaged children participated. Senior leadership influenced take up of the initiative. Health and well-being practitioners and occupational therapy students contributed to ‘roll out’ of the resources with support provided by the authors over 12 weeks. Interview and focus group data from participating staff were gathered alongside examples of schoolwork from pupils. School staff needed access to support when incorporating universal strategies. The initiative contributed to schools working towards Healthy Schools targets. At the end of 12 weeks, improvements in children's sitting position, handwriting and lunchtime skills were noted, warranting further exploration of this approach to address the needs of children with poor motor skills at school entry.  相似文献   

Selecting educational apps for preschool children: How useful are website app rating systems?     

Gemma Taylor  Joanna Kolak  Eve M. Bent  Padraic Monaghan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1262-1282

In the present paper, we assess whether website rating systems are useful for selecting educational apps for preschool age children. We selected the 10 highest scoring and 10 lowest scoring apps for 2–4-year-olds from two widely used websites (Good App Guide; Common Sense Media). Apps rated highly by the two websites had a higher educational potential as assessed by a validated questionnaire for evaluating the educational potential of apps and were more likely to include a learning goal and feedback compared to low scoring apps. However, high scoring apps scored on average just 9/20 for indicators of educational potential, and both high and low scoring apps had poor language quality as determined by psycholinguistic and construction type analyses. We argue that website rating systems should also include quality of feedback, adjustable content, social interactions, storyline and a more fine-grained analysis of language in their assessments.

Practitioner notes

What is already known about this topic

• Appropriately designed apps for preschool age children have the potential to teach early school readiness skills.
• Selecting high quality educational apps for preschool age children is challenging.
• The children's app marketplace is currently unregulated.

What this paper adds

• We assess whether two leading app rating websites are useful for selecting educational apps for preschool age children.
• Children's apps rated highly by two app website rating systems had a higher educational potential than low rated apps as measured by a research informed app evaluation tool.
• In-depth analysis of the language in apps shows that highly rated children's apps on app rating websites may not enrich a child's early language environment.

Implications for practice and/or policy

• Children's app rating website assessments should include potential for feedback, language, adjustable content, storyline and social interactions.
• Policy should be implemented for app ratings in the app stores or on website app rating systems.

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