Empowering parents of pre-school children     

Kathy Hunt  Maggie Robson 《International journal for the advancement of counseling》1999,21(1):43-54

This paper describes a project undertaken with parents from an inner city primary school in Hartlepool, England. The main objectives of the project were to increase the self esteem of the parents, to give them an understanding of the pre-school curriculum and to enable them to develop their skills, knowledge and confidence to become involved in school life and to take ownership of their own children's education. The project focused around the production of a video to show nursery life in the school and this production was used as a vehicle to encourage the fulfilment of the objectives described above. The paper concludes by describing the successful outcomes of the project. Some of the outcomes were planned for, but we were equally delighted with the unexpected ones.  相似文献   

Out of class—out of mind? The use of a virtual learning environment to encourage student engagement in out of class activities     

Maggie Leese 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):70-77

With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known as Wolverhampton Online Learning Framework (WOLF) to encourage collaborative working within learning sets. The central aim was to investigate the potential to improve communication and mutual support between students and also to encourage students to make links between taught sessions. They were given weekly tasks that needed to be completed within their learning sets and they then posted the work in folders within WOLF by a set time. This allowed for timely feedback from the tutor and it facilitated sharing of resources across the sets. The final element involved students using their new knowledge to peer-teach the whole group in short presentations at the beginning of the next taught session. Feedback was collected in three ways, including focus groups, module feedback forms and a short questionnaire about the use of the VLE. Overall, the students' feedback was positive and they commented on gaining a number of skills including, using technology, group working and presentations. In addition to this, the overall pass rate for the module was higher and the average student grade had also increased.  相似文献   

How Student‐teachers Approach the Teaching of Reading: At the Interface Between Personal History,Theory and Practice     

Maggie Pitfield  Vicky Obied 《Changing English: An International Journal of English Teaching》2010,17(1):35-44

This article charts the progress of one cohort of student‐teachers (variously known as beginning teachers and pre‐service teachers) training to teach English in London secondary schools during 2008–9. The research focuses specifically on the experiences which facilitate their development as confident and creative teachers and assessors of reading at Key Stage 3 (11–14 years). Findings indicate that it is the interaction – and tensions – between their personal reading histories, engagement in theory, and practice within the social environment of the classroom which shape their burgeoning identities as teachers of literature and reading. This year‐long study demonstrates that for some a growing confidence has enabled them to look beyond approaches advocated by statutory curriculum frameworks to develop their own view of innovative practice in the teaching of reading.  相似文献   

‘He’s a battler. He’s not a quitter:’ the narrative framing of Jerry Kill’s health-related organizational exit     

Anne Kerber  Maggie Murphy 《Journal of Applied Communication Research》2013,41(6):703-722

The abrupt retirement of Jerry Kill, the University of Minnesota’s head football coach, for health reasons during the 2015 season ignited intensely emotional reactions from diverse organizational stakeholders. Our essay analyzes the public discourses surrounding Kill’s organizational exit. Specifically, we explore how audiences co-constructed multiple and conflicting narratives about his departure, concurrently praising and blaming Kill for his body management. We highlight how these discourses construct complex subjectivities for working individuals who experience chronic illness. We conclude by discussing how the narrative frames implicate broader discursive struggles between the cultural values of health and work.  相似文献   

Leading from the Middle     

Maggie Farrell 《图书馆管理杂志》2013,53(8):691-699

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Transparency     

Maggie Farrell 《图书馆管理杂志》2013,53(4):444-452

ABSTRACT

Within organizations, employees often discuss the need for transparency but what exactly is transparency? Transparency is often linked with communication in an effort to create an organization that is more informed about decisions and processes creating a sense of employee engagement. But leaders are not able to operate in a completely open manner due to a variety of factors. What leadership activities can be conducted in a transparent manner and how is transparency balanced with confidentiality? Transparency is not just a leader responsibility but other managers and employees contribute to organizational transparency. This column will provide more insights into the complex issue of transparency within libraries.  相似文献   

‘Really useful ideas’: building users' powers of persuasion. A response to the discussion of the Learning Outcomes Theme Group from a practitioner in the post-compulsory sector     

Ian Menter  Maggie Walker 《Curriculum Journal》2013,24(1):101-116

Taking as its starting point the murder of Stephen Lawrence and the failings which that case has demonstrated in justice and the judicial system in England, this article questions the extent to which current models of citizenship education address the reality of young people's lives. The critique focuses particularly on the proposed revisions to the English National Curriculum to be implemented in 2001. It is argued that unless citizenship education provides an opportunity to study the reality of contemporary experience, including the injustices and inequalities which continue to be features of that experience, it will be an ineffectual exercise. There are also severe dangers of the citizenship curriculum being overcrowded with factual knowledge at the expense of opportunities for experiencing democratic processes and playing a part in the formation of learners' identities. Some examples are given of effective work based on the principles outlined in the article. In conclusion, an agenda for research and curriculum development is described.  相似文献   

Andragogy and the accreditation of prior learning: points on a continuum or uneasy bedfellows?     

Maggie Challis 《International Journal of Lifelong Education》2013,32(1):32-40

The current move towards outcomes or competence‐based qualifications within the education and training arenas begs many questions about the processes of learning as well as the measurable results. This paper explores how far the principles embedded in the andragogic approach to adult learning through the accreditation of prior learning are at odds with a qualification system predicated on the measurement of performance. It proposes a model of student‐controlled reflection that can lead to the identification of a range of prior achievements which may then form the basis for claiming credit, thus creating a bridge between two apparently opposed frameworks.  相似文献   

Stress Management Programmes and a Transaetional,Psychodynamic Model     

Maggie Robson 《Pastoral Care in Education》2013,31(2):34-38

The author argues that over the last twenty years we have witnessed an evolution in pastoral care that is unparalleled in any other field of education. There has been controversy over the definition and these different views are discussed. The paucity of research and literature in the field and particularly in relation to the pastoral needs of teachers andstaff is emphasized.

In this paper it is suggested that the needs of school staff in respect of pastoral care are relatively neglected in the literature. Using the three R's of pastoral care – relationships, respect and responsibility – this paper focuses attention on teachers and their needs in the workplace. It is argued that attention to relationships, respect and responsibility enablesa proactive collaborative approach in which all members of the school community play a crucial role in the pastoral care of students.  相似文献   

Reenacted Case Scenarios for Undergraduate Healthcare Students to Illustrate Person-Centered Care in Dementia     

Sandra L. Bradley  Anita De Bellis  Pauline Guerin  Bonnie Walters  Alison Wotherspoon  Maggie Cecchin 《Educational gerontology》2013,39(9):809-823

Healthcare practitioners have suggested that interpreting person-centered care for people who have dementia to undergraduate students requires guidance in practical application. This article describes the production of a written and digital interdisciplinary educational resource for tertiary students. It uses real-life case scenarios provided by healthcare practitioners to illustrate person-centered care in practice with people who have dementia. The resource provides students with the theoretical underpinning of person-centered care and dementia as well as reflective questions that relate to the reenacted case scenarios to guide their application of this theory in practice.  相似文献