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61.
MARTIN TROW 《Higher Education Quarterly》1965,19(3):294-311
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MARTIN ROBINSON 《School Leadership & Management》2013,33(1):29-33
The Non‐statutory Guidance for Information Technology Capability identifies the information technology (IT) co‐ordinator as key in implementing IT across the whole school, and defines the role as a member of the management team with policy and personnel rather than technical skills. This paper presents evidence from a survey of secondary school coordinators across an English local education authority and shows that they deal principally with technical management of the resource. They are allocated a low managerial status, despite being expected to produce and implement a whole school strategic policy. The discussion highlights that IT management requires complex curricular managerial skills, and recognition within school management structures. 相似文献
64.
JOHN TILLSON 《Journal of Philosophy of Education》2020,54(5):1349-1355
In this paper, I offer Brighouse et al some friendly suggestions for expanding the notion of ‘educational goods’, pose some challenges for their book's decision-making framework and offer an opportunity for them to fill some small, but interesting lacunas. I start by comparing their typology of desirable educational outcomes with alternative classificatory schemes. I then suggest that certain processes and relationships might constitute ‘educational goods’. Building on the discussion of outcome-typologies, I ask Brighouse et al to indicate how knowledge contributes to flourishing and to comment on whether false belief might sometimes constitute an educational good. I then ask for a response to the view that their decision-making framework may seem objectionable to some by endorsing a particular conception of the good life. I pose four questions regarding for whom educational goods are good, the objectivity of the decision-making procedure, and possible lacunas regarding the issues of decision maker legitimacy and resolving disagreement. The paper concludes with an account of my own pedagogical uses of the book's most helpful framework. 相似文献
65.
This study was undertaken to examine the relationship between self-reported and pre-post measures of academic growth. Self-reported and pre-post measures were obtained in three areas, simple cognitive, complex cognitive, and attitudinal. The subjects were 162 graduate students enrolled in six different graduate courses. Partial correlations relating self-reported measures of growth to posttest performance on measures of achievement (simple and complex cognitive)and attitude, controlling for pretest performance indicated that self-reported measures of academic growth were primarily related to growth in attitudes toward the subject matter of a course. 相似文献
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The Big Bad Bug: What are the Humean's Chances? 总被引：2，自引：0，他引：2
70.
Singular Problems in Science and Science Education 总被引：1，自引：0，他引：1
MARTIN WENHAM 《Journal of Philosophy of Education》1987,21(1):47-58