REFLECTIONS ON ISRAEL SCHEFFLER'S TEACHERS OF MY YOUTH: AN AMERICAN JEWISH EXPERIENCE     

Arthur Brown 《Religious education (Chicago, Ill.)》2013,108(3-4):471-476

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Contemporary Perspectives on Leadership: Focus and Meaning for Ambiguous Times, 1st Edition,James C. Sarros (Ed.), Tilde University Press,P.O. Box 72, Prahan,Victoria, 3181, Australia (2009), 277 pp., ISBN-13: 978-0-7346-1068-3     

Sue Brown 《Sport Management Review》2010,13(1):84-85

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MARGINALIZATION AND RENEWAL: EVANGELICAL CHRISTIAN EDUCATION IN THE TWENTIETH CENTURY     

Kevin E. Lawson 《Religious education (Chicago, Ill.)》2013,108(4):437-453

Abstract This article addresses three periods of evangelical Christian education development in the twentieth century. The early part of the century was a time of loss of influence and marginalization within the broader religious education movement. The middle part of the century saw an explosion of parachurch educational ministry efforts to assist the evangelical movement and renewed efforts to develop professional organizations and curricular resources for the church. The last part of the century has seen a growth of influence of evangelical educational writers, publishers, schools, and megachurches on the shape of Christian education today. Current assessment, hopes for the future, and gifts to the broader religious education community are reviewed.  相似文献   

Georgia's journey toward multiple‐criteria identification of gifted students     

Sally C. Krisel  Ruth S. Brown 《Roeper Review》2013,35(2):A1-A3

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Learning Citizenship by Practicing Democracy: International initiatives and perspectives     

Kevin Kester 《International Journal of Lifelong Education》2013,32(3):422-425

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Experiences of teacher evaluation systems on high school physical education programs     

Sharon R. Phillips  Kevin Mercier  Sarah Doolittle 《Physical Education & Sport Pedagogy》2017,22(4):364-377

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.  相似文献   

David B. Potts. Liberal Education for a Land of Colleges: Yale's Reports of 1828. New York: Palgrave Macmillan, 2010. 262 pp. Cloth $85.00.     

Kevin S. Zayed 《History of education quarterly》2012,52(1):156-158

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The Support Code: An Inclusive Partnership in Safety     

Dave Brown 《Pastoral Care in Education》2000,18(2):28-34

The Family Service Units is a national charity working in some of the most deprived areas of the country. This paper is concerned with one part of its work, The Connections Project. This project aims to develop non-punitive anti-bullying partnerships between young people, schools, adults in the community and other agencies. This article focuses on a particular aspect of this project, the Support Code, which seeks to promote an ethos of proactive mutual support. The development is described and the teachers' reactions are explored. Though this work is currently being undertaken in primary schools, much is applicable to the early years of secondary education too.  相似文献   

From retrieval to robotics: The national science foundation's support of information research     

Ellen Altman  Sara Brown 《Government Information Quarterly》1991,8(4)

This article describes how the National Science Foundation's support of information research has evolved from NSF's original mission of improving the dissemination of scientific and technical information to its present interest in information robotics and intelligent systems. The pattern of grant support, since a major reorganization of the information science division in 1978, is analyzed in terms of the institutions, the investigators, and the disciplines that have been major grant recipients.  相似文献   

Electronic publishing in science     

David J. Brown 《Learned Publishing》1996,9(4):233-236

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