Leadership Reflections: Extrovert and Introvert Leaders     

Maggie Farrell 《图书馆管理杂志》2017,57(4):436-443

Leadership calls for the ability to work well with people, communicate with stakeholders, participate in and lead meetings, and often public speaking. As a leader advances within an organization, expectations increase for the individual to engage with others as leaders spend more time working with colleagues and stakeholders to advance the organization. These expectations tend to favor extroverts in leadership roles but organizations may overlook the strengths of introverts as leaders losing out on the potential for effective management. An understanding of the strengths and weaknesses of personality types will help individuals as well as organizations in developing leadership in order to achieve organizational goals.  相似文献   

Developing innovation in e-learning: lessons to be learned     

Maggie McPherson 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):585-586

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A new and different space in the primary school: single‐gendered classes in coeducational schools     

Robin C. Wills 《Educational studies》2007,33(2):129-143

This paper derives from a two‐year ethnographic study conducted in single‐gendered classes in two Tasmanian government coeducational schools in socio‐economically disadvantaged areas. These schools specifically adopted proactive strategies to address the educational disengagement of boys whose social behaviour affected their own education and that of many others in the schools—an example of the situation currently described in Australian and international studies as an educational crisis. The unquestioned status of the coeducational primary school classroom is challenged and a theorized alternative is explained.  相似文献   

The ‘automatic’ use of context in children's reading     

Linda Pring  Maggie Snowling 《Reading and writing》1989,1(1):53-60

The present investigation examined developmental changes in the automatic use of context in single word recognition. A modified Stroop procedure was used in which children were asked to name the color of the ink of target words. The target was preceded either by a semantically related or by an unrelated word. Results suggested that, in contrast to attentional context effects (Pring and Snowling 1986), the older readers showed significantly more influence from the semantic context than the younger, less-proficient readers. The results are discussed with reference to the connections between a novice reading system and a child's rapidly growing semantic memory system.  相似文献   

学习设计的处方   总被引：1，自引：0，他引：1  

Ron Oliver  Barry Harper  John Hedberg  Sandra Wills  吴文胜  盛群力 《远程教育杂志》2007,(2):20-23,19

本文主要描述了一种研究活动,此项活动由参与澳洲大学教育委员会“AUTC”资助项目的研究者负责的。AUTC资助的项目为信息和传播技术及其在弹性学习中的作用。此项目旨在研究和开发通用型学习框架,以便为高等教育提供技术增强型高效能学习经验。鉴于此,研究者一直致力于寻求通用型学习设计的处方,来促进建构知识解决问题。本文总结了所做的各项研究工作,并说明了研究过程中开发的通用学习框架。  相似文献   

The press, public knowledge and the grant maintained schools policy   总被引：2，自引：0，他引：2  

May Pettigrew  & Maggie MacLure 《British Journal of Educational Studies》1997,45(4):392-405

This article examines as a critical case how newspapers reported the grant maintained schools policy. It argues that claims that press reporting of educational issues is frequently unfair are only partially substantiated. The quality press is more likely to be internally inconsistent and contradictory in its reportage of education policy and, on occasion, to inhibit debate through discourses of omision.  相似文献   

Eccentric subject,impossible object: A 1 poststructural reading of Hannah Cullwick     

Maggie Maclure 《International journal of qualitative studies in education》2013,26(3):315-332

The paper explores poststructural figures of identity via a reading of a collection of texts by and about a Victorian maidservant, Hannah Cullwick. Drawing on Donna Haraway's figure of the trickster or shape changer and on the theorizing of the ''subaltern'' subject in postcolonial writing, the paper challenges readings of Hannah and her life that offer her up as an exemplary figure of suffering or heroic womanhood. Instead, it is proposed that Hannah can be seen as an ambivalent and transgressive figure of difference and in - between - ness . The paper gestures towards some implications for the handling of first-person narratives in qualitative research. The ''Hannah Cullwick'' texts include her diaries and those of her secret lover and, later, husband, an eminent barrister, together with the commentaries of their respective editors. Reference is also made to a photographic essay and to contemporary scholarly works about Hannah and her life.  相似文献   

Brighty, donkeys and conservation in the Grand Canyon     

Wills J 《Endeavour》2006,30(3):113-117

The Grand Canyon is a vast place. It is almost incomprehensible in size. And yet it can also seem strangely crowded. Millions of tourists flock to the Grand Canyon in northern Arizona every year. In 1999, almost 5 million people visited, the highest figure in Canyon history. And each one of them expected to see a wild, free and untrammelled landscape. Despite the obvious natural resources, this expectation has proved anything but easy to satisfy. The US National Park Service (NPS), responsible for the management of most large North American parks (along with several historic sites and museums), has struggled to make or keep the canyon "grand". Park rangers have grappled with a multitude of issues during the past century, including automobile congestion, drying of the Colorado River and uranium mining inside the park. Conservation has posed a unique set of challenges. On a fundamental level, "restoring" the Grand Canyon to its "original" wilderness setting has proved intensely problematic. In the field of wildlife management, restoring the Canyon to its pre-Columbian splendour has entailed some tough decisions--none more so than a 1976 plan to eliminate a sizeable population of feral burros (wild donkeys) roaming the preserve, animals classified as exotics by the NPS.  相似文献   

Developing and evaluating instructionally sensitive assessments in science     

Maria Araceli Ruiz‐Primo  Min Li  Kellie Wills  Michael Giamellaro  Ming‐Chih Lan  Hillary Mason  Deanna Sands 《科学教学研究杂志》2012,49(6):691-712

The purpose of this article is to address a major gap in the instructional sensitivity literature on how to develop instructionally sensitive assessments. We propose an approach to developing and evaluating instructionally sensitive assessments in science and test this approach with one elementary life‐science module. The assessment we developed was administered to 125 students in seven classrooms. The development approach considered three dimensions of instructional sensitivity; that is, assessment items should: represent the curriculum content, reflect the quality of instruction, and have formative value for teaching. Focusing solely on the first dimension, representation of the curriculum content, this study was guided by the following research questions: (1) What science module characteristics can be systematically manipulated to develop items that prove to be instructionally sensitive? and (2) Are the instructionally sensitive assessments developed sufficiently valid to make inferences about the impact of instruction on students' performance? In this article, we describe our item development approach and provide empirical evidence to support validity arguments about the developed instructionally sensitive items. Results indicated that: (1) manipulations of the items at different proximities to vary their sensitivity were aligned with the rules for item development and also corresponded with pre‐to‐post gains; and (2) the items developed at different distances from the science module showed a pattern of pre‐to‐post gain consistent with their instructional sensitivity, that is, the closer the items were to the science module, the larger the observed gains and effect sizes. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 691–712, 2012  相似文献   

The effect of an instructional intervention on middle school english learners' science and english reading achievement     

Rafael Lara‐Alecio  Fuhui Tong  Beverly J. Irby  Cindy Guerrero  Maggie Huerta  Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011

This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012  相似文献