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Meg Maguire 《教育政策杂志》2014,29(6):774-784
This paper is an attempt to think aloud about the current policy proposals in circulation in England that address pre-service teacher education. Rather than dealing with details of policy and points of specificity in practice, the focus of this paper is with how propositions are justified and the overall ways in which meanings are being managed; a fundamental aspect of policy analysis. 相似文献
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Abstract Library‐based work is integral to all research in the social sciences, whatever its methodological biases. Yet a key area of neglect in the literature on research methodology is that relating to this form of data collection and analysis. This paper outlines the ways in which library‐based activity contains within it key elements of the wider research process. It argues that a broader conceptualization of methodology which pays enhanced attention to the collection and analysis of textual materials is vital for the development of our understanding and teaching of research methods. 相似文献
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Meg Maguire 《Teachers and Teaching》2013,19(1):119-131
Abstract This paper attempts to illuminate some of the complexities involved in the work of educating teachers from the perspectives of those who have a great deal of experience and expertise in this task; teacher educators. From what they say it seems that the job of preparing teachers is not an easy or straightforward matter; it is open to contestation and is constructed through the interweaving of specific dilemmas which are only ever partially resolved. This conceptualisation provides a richer and more powerful frame through which to analyse and construct the job of teacher education; any attempts which displace this complexity may just simply distort and disguise the nature of the task at hand. 相似文献
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The role of teachers is becoming increasingly important in advancing student learning outcomes. This article discusses one area that is still in need of significant reform in Albania: the induction and mentoring of new teacher-candidates. Based on a mixed-method study involving 275 Albanian teachers and mentors, it provides insights into the benefits and challenges of current practices. The study identifies a number of key areas in need of improvement, including: the selection of mentors; professional training for mentors; communication among different stakeholders; and overall planning and coordination of mentoring services. These issues are discussed within a wider European policy context that situates mentoring as an important component of teachers’ ongoing professional development. 相似文献
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Meg Maguire Jane Perryman Stephen Ball Annette Braun 《British Journal of Sociology of Education》2011,32(1):1-16
In this paper we describe some of the complexities involved in the construction of a sample of ‘ordinary’ schools. We outline the policy context in England that produces pressures to resist ‘ordinariness’. The paper then explores two theoretical tools, fabrication and rhetoric, that are deployed in an analysis of some key artefacts of fabrication from schools in England. Through an examination of artefacts such as school brochures and websites, this paper asks whether there are any ‘ordinary’ schools in these performative times? 相似文献
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Meg Henderson 《图书馆管理杂志》2019,59(4):409-421
Many public libraries reply on forming partnerships with other institutions in their communities to expand and strengthen their educational public programing. The Land-Grant University Extension Service can be a natural partner for public libraries, as both organizations share the common goal of providing lifelong learning opportunities to the public. A year-long study based at the St. Martin Public Library in Jackson County, Mississippi shows the impact of programs led by Mississippi State University Extension faculty and staff on library activity at that branch, including new library card sign-ups, use of materials, and future program attendance and growth. From the results of surveys distributed, Extension-led educational programs appeared to have an overall positive impact on library activity at the St. Martin branch. 相似文献
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Meg Maguire 《Gender and education》2005,17(1):3-18
This paper draws on in‐depth interviews with five working class women who work/have worked as schoolteachers in inner city settings. The paper explores their subjective and continuing engagement with their class origins—their footprints in their past—as well as the way in which social class is implicated in their professional contemporary worlds—their footsteps forward. The paper argues that through exploring female classed experiences, social class can be seen as a complex amalgam of economic and material conditions as well as embodied lived experiences and subjectivities. 相似文献