BASIC UBRARY SKILLS: A CHOICE OF LEARNING MEDIA     

Pat Wisher 《Learning, Media and Technology》1977,3(4):114-116

The paper describes an attempt to provide students with a choice of learning media with which to absorb basic library skills. We were interested in seeing whether students particularly favoured one medium rather than another, and also, from the point of view of our Media Services section, we were concerned with comparing the various formats with regard to their effectiveness in communicating this particular information  相似文献   

Education, Democracy and the Public Interest     

Pat White 《Journal of Philosophy of Education》1971,5(1):7-28

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Teachers as Leaders: A critical agenda for the new millennium     

Neil C. Cranston 《Asia-Pacific Journal of Teacher Education》2000,28(2):123-131

Education systems around the world are implementing school-based management organisational reforms resulting in new and enhanced roles for teachers. As a result, traditional notions of what skills, knowledge, competencies and attitudes teachers need to carry out their roles and responsibilities are changing. Fundamental to the necessary changes for teachers is promotion of a 'teachers-as-leaders' agenda, one which is conceptualised around a leadership framework that facilitates a rethinking of teachers' work and that has similarities with that usually associated with school administrators. This paper uses current developments in Queensland government schools to illustrate this changing world for teachers.  相似文献   

James Tooley, Reclaiming Education     

Pat Thomson 《Journal of Educational Change》2000,1(4):397-402

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Good jobs – but places for women?     

Pat O'Connor 《Gender and education》2015,27(3):304-319

This article is concerned with men and women's experience of elite positions and with the extent to which such positions are seen as places for women, so as to provide an insight into their commitment to continuing in them. Senior management in universities are elite positions in terms of income; those who occupy them are relatively powerful internally, although relatively powerless in relation to the state and the market. Drawing on a purposive study of those at the top three levels (i.e. presidential, vice-presidential, and dean) in public universities, it finds little difference between men and women's perceptions of the advantages/disadvantages of these positions. However, in a context where roughly four-fifths of those in university senior management are men [O'Connor, P. 2014. Management and Gender in Higher Education. Manchester: Manchester University Press.], at the level of organisational narratives and at the interactional level, gender differences persist. These differences are reflected in variation in commitment to continuing in senior management positions.  相似文献   

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms     

Sarah L. Eddy  Sara E. Brownell  Mary Pat Wenderoth 《CBE life sciences education》2014,13(3):478-492

Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel.  相似文献   

The Reconstruction of the White Southern Womanhood, 1865–1895     

Pat Browne 《Journal of American culture (Malden, Mass. : 2003)》2004,27(2):250-250

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David Cooper's Illusions     

Pat White  John White 《Journal of Philosophy of Education》1980,14(2):239-248

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Matching Educational Television to the Learning Needs of Handicapped Children     

Pat Porter 《Learning, Media and Technology》1982,8(1):7-11

This paper discusses the learning needs of handicapped children and how ETV programmes can help to fill these needs. Drawing on research concerning the use of ETV and handicapped children it points out some of the reasons why ETV does not reach its full potential and suggests why these problems keep recurring.  相似文献   

Beyond records and representations: inbetween writing in educational ethnography     

Rebecca Coles  Pat Thomson 《Ethnography and Education》2016,11(3):253-266

Ethnographers are particularly interested in writing. They have paid particular attention to the practices of making field notes and to the ways in which their public texts represent those that they have encountered and studied. To date there has been less attention paid to the kinds of writing that used to make sense of experiences in the field. We call this inbetween writing. By examining our own processes of inbetween writing, and drawing on the work of James Clifford, we have produced a nine-part heuristic of inbetween writing. We argue that the heuristic could be used in research methods education to highlight the importance of writing to ethnographic sense-making and knowledge production.  相似文献