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   

Experiences and perceptions of physical education     

Richard Medcalf  Joe Marshall  Ken Hardman  John Visser 《Emotional and Behavioural Difficulties》2013,18(2):189-206

This research has studied how children and young people, who are deemed by their school to have social, emotional and behavioural difficulties (SEBD), experience the National Curriculum of Physical Education (PE) in England. Research has previously highlighted the physical, social, affective and cognitive benefits of participation in PE. Furthermore, practical, physical and expressive creative experiences in education have been cited as being an important constituent when educating children with SEBD. However, research has yet to address the experiences of the child with SEBD alongside the ideological benefits of their participation in physical education. After a period of sensitisation to the field in a number of pilot schools, 24 weeks in total were spent immersed in the cultures of two mainstream schools in the west of England. After six weeks of local familiarisation, during which field notes and research diaries were kept, weekly interviews with each of six case study participants commenced. In this research, a PE environment afforded opportunities to spend time and build trust through co-participation in the negotiation of socially constructed roles in the subject. The six case study participants, whose experiences were explored, make reference to, amongst others: their affinity towards the physical nature of PE, and the perception of it being a subject allowing for freedoms not found elsewhere in the curriculum as well as one which cemented both the positive and negative social systems in relation to their relationships with peers. Inductive processes of analysis utilising constant comparison methods between data sources have generated data which show signs of both the idiosyncratic nature of multiple truths and some common ground in their experiences.  相似文献   

On Newton’s method     

Nick Huggett  George E. Smith  David Marshall Miller  William Harper 《Metascience》2013,22(2):215-246

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Editorial     

Michael  Peters James  Marshall 《Educational Philosophy and Theory》2002,34(1):3-3

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Picturing Faith: Photography and the Great Depression     

Marshall W. Fishwick 《Journal of American culture (Malden, Mass. : 2003)》2005,28(3):331-332

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Radical Relevance: Toward a Scholarship of the Whole Left     

Marshall W. Fishwick 《Journal of American culture (Malden, Mass. : 2003)》2005,28(3):335-336

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Savage Pastimes: A Cultural History of Violent Entertainment     

Marshall W. Fishwick 《Journal of American culture (Malden, Mass. : 2003)》2005,28(3):337-337

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The Mobile Teaching Package in Africa     

Richard Marshall 《Prospects》1972,2(1):78-83

Conclusion The developed design of the MTP can only result from an inter-disciplinary study, including not only educators, but also audio-visual specialists and furniture designers, and its accommodation and conditioning might include several grades of complexity. Implementation as well may include a range of possibilities of production, from a minimum technical level (timber) up to the most sophisticated means (metal, plastic, etc.). This range would also allow a choice among the possible production frameworks, including major industries, sponsored by external assistance according to more general policy considerations. Finally, implementation must, as an absolute necessity, be accompanied by the action of special teacher training to assure optimum use.The MTP proposes a reassessment of conventional thinking related to school building. The multipurpose nature of the MTP makes it possible to share school facilities with health, social guidance, library resource, arts and crafts, functional literacy programmes and continuation schooling. By means of the MTP each locality can vary the means of school shelter within available budgets and according to environmental requirements, while still being assured of adequate technical equipment to carry on a school programme of the best quality. A reassessment of prestige requirements is needed for the acceptance of the MTP and the minimum school structure. A further study by REBIA on possible solutions to this aspect of the school problems is now under way.  相似文献   

The Sixties and the Emergence of the Postmodern     

Marshall W. Fishwick 《Journal of American culture (Malden, Mass. : 2003)》2005,28(1):162-163

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