Editorial     

Penelope L. Lisi  Patricia Marshall  Özlem Sensoy 《Multicultural Perspectives》2014,16(3)

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Editorial     

Penelope L. Lisi  Patricia Marshall  Özlem Sensoy 《Multicultural Perspectives》2015,17(2)

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Galaxies: by Harlow Shaplea. 229 pages,photographs and illustrations, 15 × 22 cms. Philadelphia,The Blakiston Company, 1943. Price $2.50     

Roy K. Marshall 《Journal of The Franklin Institute》1944,237(2):175-176

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Goals or horizons—the conundrum of progression in English: or a possible way of understanding formative assessment in English     

Bethan Marshall 《Curriculum Journal》2013,24(2):101-113

This article examines how the principles of formative assessment might be applied to the curriculum subject of English. It takes as its starting point the problematic nature of progression in the subject and suggests that it may be better to understand progression as heading towards a horizon rather than a clearly defined goal. The article argues this by exploring the potential constraints of what might be considered goal models of progression and contrasts these with the affordances offered by those approaches that view progression as towards a horizon. In particular it suggests that, in order to understand how to progress, pupils need to acquire the guild subject knowledge of their teachers by being apprenticed into the same community of interpreters. The article situates this discussion within wider concerns about how teachers scaffold and regulate the learning process for their pupils.  相似文献   

Pop Cultural Literacy: Students and Teachers Empowering Each Other     

John Marshall Carter 《Clearing house (Menasha, Wis.)》2013,86(5):319-321

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知识产权保证状况评价之思考     

張廣良 《中国专利与商标》2011,(3)

近期有两则消息引起笔者关注。一则为某地方中级法院仅用7天时间就判决了一起侵犯商业秘密案件,为受害企业减少损失1200余万元,为企业撑起知识产权法律保护伞。一则为美国贸易代表办公室5月2日公佈的《2011年度特别301报告》(下称《特别301报告》),继续将中国列入重点观察  相似文献   

Hope,Friends, and Subjective Well‐Being: A Social Network Approach to Peer Group Contextual Effects          下载免费PDF全文

Philip D. Parker  Joseph Ciarrochi  Patrick Heaven  Sarah Marshall  Baljinder Sahdra  Noona Kiuru 《Child development》2015,86(2):642-650

Research on adolescence has previously shown that factors like depression and burnout are influenced by friendship groups. Little research, however, has considered whether similar effects are present for variables such as hope and subjective well‐being. Furthermore, there is no research that considers whether the degree of hope of an adolescent's friends is associated with well‐being over the individual's level of hope. Data were collected in 2012 from a sample of 15‐year‐olds (N = 1,972; 62% Caucasian; 46% identified as Catholic; 25% had professional parents) from the East Coast of Australia. Findings suggest that individuals from the same friendship group were somewhat similar in hope and well‐being. Multilevel structural equation modeling indicated that friendship group hope was significantly related to psychological and social well‐being.  相似文献   

The best for our youngest: A separate,vital, stand‐alone early childhood certification,birth ‐ age 8     

Carol Sue Marshall 《Journal of Early Childhood Teacher Education》2013,34(3):201-206

Abstract

The call for educational reform is loud. Concern about the quality of students being graduated from public high schools, large numbers of students dropping out before graduation, and poor results on achievement tests in the lower grades continues to grow. As the public seeks an end to such problems, policy makers react by raising standards and making exams tougher. Such solutions may have positive impact; however, early childhood professionals are anxious about such a response. Research tells us experiences in the earliest years create a pathway for all later learning. Further, we know that adults who help provide those early experiences must be prepared to focus on the specific developmental and academic needs of young learners. Research confirms the cost effectiveness of quality early programs, and students affirm the need for teacher preparation to be focused specifically on their needs. Offering stand‐alone teacher certification for birth ‐ age 8 will insure that teachers exist who can effectively build a solid foundation for young students. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

Academics' perceptions of their professional development needs related to leadership and management: What can we learn?     

Stephen J Marshall  Moya J Adams  Alison Cameron  Gavin Sullivan 《International Journal for Academic Development》2013,18(1):42-53

Enquiries into the governance, structure and management of higher education institutions across the globe have stimulated changes to the legislative and policy frameworks within which universities operate and to their organizational structures and processes. These changes have subsequently brought into question the proper role of academics in relation to the leadership and management of their departments/institutions. While mainstream academic staff conceive of academic leadership as being strictly associated with teaching, research and community outreach, university administrators and policy makers conceptualize it more broadly. Their definitions often include the management of change, quality, information, finance, and physical and human resources - functions that many mainstream academics perceive as being the responsibility of departmental/institutional administrative or support staff. Such differences create major challenges for academic development units. What type of training should they provide? Should they embrace activities that support these new conceptions of leadership and management? These are among the central issues explored in this paper.  相似文献   

Professional Development in 'Healthy' vs. 'Unhealthy' Districts: Top 10 characteristics based on research     

Ruie Jane Pritchard  Jon C. Marshall 《School Leadership & Management》2013,33(2):113-141

Professional development is a requirement of every reform effort. Most states in the USA mandate a certain number of days in the school calendar to be allocated for professional development. Other nations often fund professional development for teachers to accompany an initiative to improve student performance. Although assumptions about why and how professional development should be conducted are shared, empirical evidence is relatively slim. Recent research generally focuses on the role of professional development in school reform. This study investigates the characteristics of involvement in professional development at the level of the district-the umbrella organisation for a geographic collection of schools. As part of a larger study, this research examines the professional development activities in school districts in relationship to overall district health. How do healthy and unhealthy districts differ in their approaches to professional development? What is the relationship between district health and student achievement? While confirming some of the assumptions about what makes effective professional development, this study provides research-based evidence for what districts can do to ensure district-wide impact and to bring about and sustain change. Furthermore, it illustrates the close association of district health and student achievement.  相似文献