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791.
Education and development: Thirty years of continuity and change 总被引：1，自引：0，他引：1
At the end of the 30th volume of IJED and in the year that the journal published its 1000th paper, it is appropriate to look back at the journal's development. In doing so, this article will discuss a series of important issues regarding the future of the field of international education and development and how it engages with development studies. The paper concludes that the challenge for IJED and for the wider work of its readership is to start imagining a more radical future in which we seek more purposefully to build bridges with other disciplines, engage with new methodological tools and encourage fresh voices but above all else communicate more clearly what we do and do not know about the wonderful complexity of the education–development relationship. 相似文献
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Professional development (PD) has been identified as a critical mechanism that helps teachers increase students' achievement. However, the content and form of this mechanism varies widely. This study examines an ongoing PD for school teachers, which has been explicitly founded on a set of guiding principles associated with quality professional development. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations, are tested in a sample of 153 teachers. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. Regression results indicate that participation in this program is significantly related to teachers' scores on instruction only. The implications of this finding indicate that high-quality professional development does not always address all domains of teaching. Other implications derived from the findings point to the need for professional development opportunities to be ongoing and highly focused on improving inquiry-based instruction. 相似文献
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当每一年稍纵即逝的时候,我们常常纠结我们理应做过什么,或者我们期望自己做过什么。这些可以是任何一件小事儿,从上课不迟到,保持卧室整洁乃至花多点时间去练习一门乐器,都是可能的。但当我们年少时,我们中的大多数都 相似文献
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It is often claimed, both in the literature and by public opinion, that the status of teachers has declined sharply compared with the situation in the past. This article takes a more detailed look at the complex phenomenon of the ‘status’ of teachers. It does so on the basis of seven variables which ‘operatiohalise’ the process of social approval: the level of feminisation of the teaching corps, its social background, education, legal position and salary, the degree to which control has been obtained over the profession and its degree of social integration. Although a certain loss of prestige has undeniably occurred in comparison with other professions, it is evident that the status issue is not as clear cut as sometimes implied. In the first place, several contradictory trends were detected amongst the factors studied, indicating that the process of status acquisition and/or loss has not developed in a uniform manner. Moreover, statements concerning the relative status of this particular professional group always have to be related to other professions, regarding which the necessary basic data is not always present. It is evident, nonetheless, that the old (and not always very realistic) image of the ‘schoolmaster’ or ‘mistress’ with a ‘noble vocation’ to fulfil has faded nowadays, without the new ideal of the ‘education specialist’ yet establishing itself in the social context. 相似文献
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