The offence of theory     

Maggie MacLure 《教育政策杂志》2013,28(2):277-286

Theory frequently offends. The paper argues that this is its strength: the value of theory lies in its power to get in the way. Theory is needed to block the reproduction of banality, and thereby, hopefully, open new possibilities for thinking and doing. However, I also note that theory has become somewhat disengaged from its objects, diminishing its power of productive interference. I argue for ‘exemplary’ practices, in which theory proliferates from examples. Caught in the minutiae of the example, yet also open to unexpected connections, theory might develop more productive ways of offending. Or to put it differently, of producing wonder.  相似文献   

Multimedia surrogates for video gisting: Toward combining spoken words and imagery     

Gary Marchionini  Yaxiao Song  Robert Farrell 《Information processing & management》2009

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Reading and Comprehension: a longitudinal study of ex‐Reading Recovery students     

Maggie Moore  Barrie Wade 《Educational studies》1998,24(2):195-203

The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment was conducted with the use of the Neale Analysis of Reading and analysed by means of a t‐test. Results show that the mean reading age of ex‐Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex‐Reading Recovery children to make greater progress in literacy than children in the Comparison group.  相似文献   

The 'Quiet' Child     

Barrie Wade  Maggie Moore 《English in Education》1984,18(3):25-32

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Language and Discourse: the embrace of uncertainty     

Maggie Maclure 《British Journal of Sociology of Education》1994,15(2):283-300

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The Case for a New Kind of LEA Support Team     

Ray Chatwin  Paul McGowan  Maggie Turner  Trisha Wick 《Cambridge Journal of Education》1990,20(2):135-153

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Kindergarten Educational Policies: Separating Myth From Reality     

Donna Farrell Siegel  Ralph A. Hanson 《Early education and development》1991,2(1):5-31

The critical question facing school districts today is, “What policies should we pursue to improve both the quality and accessibility of early educational programs for all children?” Toward the goal of maximizing the academic growth and development of all children, this article (1) profiles kindergarten policies and practices currently implemented in district schools, (2) reviews and analyzes the research supporting the major policy alternatives for six common kindergarten and school entry age issues that all school districts must address, and (3) identifies the optimum policy option alternative for each issue based on these analyses. Collectively, the policy alternatives recommended provide a model for early childhood education for schools and districts. These policies define a more developmentally appropriate kindergarten curriculum which should optimize the early learning and future achievement levels of all children.  相似文献   

Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers     

Kerryann Walsh  Ann Farrell 《Teaching and Teacher Education》2008

Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect.  相似文献   

Reviews     

Maggie Butcher 《Cambridge Journal of Education》1984,14(3):52-54

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供水减少将会威胁世界和平     

Maggie 《初中生》2001,(3)

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