Build Yourself a Fogou∗     

Helen G. Jefferson 《The Educational forum》2013,77(3)

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Conceptualizing curriculum management in an effective secondary school: a Western Australian case study     

Clive Dimmock  Helen Wildy 《Curriculum Journal》2013,24(3):297-323

ABSTRACT

This paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between both senior teachers and teachers and high quality teaching and learning. Finally, the loose linkage between departments, and also between departments and senior management, provides little opportunity for a school‐wide approach to curriculum matters. It is evident that a whole‐school curriculum management perspective is absent in this school.  相似文献   

A Survey to Determine the Status of Soccer for Women in Colleges and Universities of the South,Combined with a Survey of Methods of Teaching Soccer     

Elisebeth Conn  Helen Pendergast  Margaret McCall Chairman 《Research quarterly for exercise and sport》2013,84(4):66-69

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To Write a Rondeau     

Helen G. Jefferson 《The Educational forum》2013,77(1)

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Editorial     

Helen Halter 《Clearing house (Menasha, Wis.)》2013,86(6):370-371

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Wood Thrush     

Helen G. Jefferson 《The Educational forum》2013,77(1)

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Abstracts of Doctoral Dissertations In Religious Education, 1960‐1961     

Helen F. Spaulding 《Religious education (Chicago, Ill.)》2013,108(5):359-383

There is great art in some commercially produced motion pictures, often with religious significance. There are ways of using such films educationally  相似文献   

Submarines in periodical literature from 1911 to 1917     

Helen R. Hosmer 《Journal of The Franklin Institute》1917,184(2):251-306

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Learning about Interface Design through Peer Assessment     

Helen C. Purchase 《Assessment & Evaluation in Higher Education》2000,25(4):341-352

Peer assessment is recognised as a useful learning activity, not merely as a means by which assignments can be marked. In a design subject such as Human-computer Interaction, peer-assessment offers a unique opportunity for students to be exposed to a wide range of different designs in an environment that ensures that they reflect on these designs. However, it is important that the marking criteria are well specified and unambiguous. This paper reports on the use of peer-assessment as an effective learning activity for revealing the wide range of design issues and dimensions in interface design, where formal marking is based on clear, functional criteria. Subjective consideration of the interfaces is encouraged through a ranking system and the subsequent elicitation of interface design principles. The successful implementation of this scheme demonstrates its benefits both as a learning activity and as an opportunity for student reflection.  相似文献   

Assimilation, Faith and Identity: Educational Implications of Change and Continuity     

Helen Johnson 《Pastoral Care in Education》2004,22(3):22-28

In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London.  相似文献