How newly qualified primary teachers develop: A case study in rural Eritrea     

Abraham Belay  Freweini Ghebreab  Tewolde Ghebremichael  Asmerom Ghebreselassie  John Holmes  Goodith White 《International Journal of Educational Development》2007,27(6):669-682

This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.  相似文献   

Some general outlines of the matrix of developmental changes between five and seven years     

Sheldon H. White 《Annals of dyslexia》1970,20(1):41-57

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The experiences of lesbian,gay and bisexual students and staff at a Further Education college in South East England          下载免费PDF全文

Adam J. White  Rory Magrath  Bryan Thomas 《British Educational Research Journal》2018,44(3):480-495

Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving.  相似文献   

Development of a path-analysis model relating elementary teacher variables and science-teaching practices     

Bess J. Nelson  Arthur L. White 《科学教学研究杂志》1975,12(4):379-384

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Does childhood victimization increase the risk of early death? A 25-year prospective study     

White HR  Widom CS 《Child abuse & neglect》2003,27(7):841-853

BACKGROUND: Abuse and neglect have been shown to influence the mental and physical health of children; however, few studies have examined whether childhood victimization leads to an increased risk of early death. PURPOSE: This paper compares mortality data and examines cause of death for a sample of 908 abused and/or neglected individuals and 667 matched controls who were followed up into young adulthood. METHODS: Using data from a prospective cohort design study, a large group of children with substantiated cases of abuse (physical and sexual) and/or neglect approximately 25 years ago were matched with a control group of children and both groups were followed up into adulthood. The National Death Index was searched twice and official death certificates were collected for most individuals who had died. RESULTS: Surprisingly, there were no significant differences in rates of mortality for the two groups (abuse and neglect = 3.5%, controls = 3.0%). Furthermore, victims of child abuse and neglect were not more likely to experience a violent death. CONCLUSIONS: Our results do not provide support for a heightened rate of early death in abused and neglected children followed up into young adulthood. Limitations of the study are discussed as well as potential reasons for these unexpected findings.  相似文献   

Five Critical Stances Towards Liberal Philosophy of Education in Britain     

John White  With responses by Wilfred Carr  Richard Smith  Paul Standish  Terence H. McLaughlin 《Journal of Philosophy of Education》2003,37(1):147-184

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises.  相似文献   

Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution     

Meca?R.?WilliamsEmail author  Denise?N.?Brewley  R.?Judith?Reed  Dorothy?Y.?White  Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199

This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel T. Davis-Haley is affiliated with University of New Orleans.  相似文献   

Comment on the laboratory-investigative approach to science instruction     

Richard T. White 《科学教学研究杂志》1980,17(4):359-360

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Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

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Development of an alternative to likert scaling: Tests of perception of scientists and self (Toposs)     

Lindsay D. Mackay  Richard T. White 《Research in Science Education》1974,4(1):131-139

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