Urban primary school headship in England: an emotional perspective     

《Critical Studies in Education》2013,54(2):115-127

This paper explores some of the reasons that primary head teachers in urban schools give for staying in a highly complex and demanding professional occupation. The paper is divided into two sections. The first section contains an overview of what is involved in primary headship in the English setting and what is distinctive in the urban setting and its impact on headship. The second section of the paper draws on a small exploratory study to consider some of the key factors that influence urban primary school head teachers to stay in their posts. The paper details the emotional complexities and costs involved in this work, focusing on resilience, commitment, and the rewards of doing what is seen as a worthwhile job, which all contribute towards retention in a challenging profession.  相似文献   

The mitigating effect of work-integrated learning on graduate employment in South Africa     

《Africa Education Review》2013,10(3):277-291

Abstract

This article seeks to provide theoretical insight into supply and demand factors within higher education and how these relate to each other and to graduate unemployment within the South African context. Research was undertaken primarily to determine the graduate unemployment rate at a higher education institution in South Africa and secondly to ascertain whether work-integrated learning (WIL) had an effect on graduate unemployment. Statistical analysis revealed that the graduate unemployment rate at a certain higher education institution in 2011 was 46% while WIL reduced graduate unemployment. The unemployment rate for students who had had no WIL was 63%, whereas the unemployment rate for those who had complete WIL in the course of their higher education training decreased to 26%. Findings supporting the mitigating influence of WIL are a potentially valuable contribution to policy and practice in higher education.  相似文献   

User acceptance of mobile e-government services: An empirical study     

Shin-Yuan Hung  Chia-Ming Chang  Shao-Rong Kuo 《Government Information Quarterly》2013

The traditional focus of e-government services research has been on non-mobile services but now with the incorporation of mobile services more people are able to access these Mobile e-government services (m-government services). In addition, such services are critical for improving user-to-government communication effectiveness and maintaining relationships. The purpose of this study is to identify the factors that determine user acceptance of these services. Based primarily on the theory of planned behavior and supplemented by the mobile communication perspective, a sample of 331 users of m-government services in Taiwan was tested. The findings show that perceived usefulness, perceived ease of use, trust, interactivity, external influence, interpersonal influence, self efficacy, and facilitating conditions are critical factors. This study has given us a better understanding of critical mobile communication factors in improving user acceptance of m-government services. Implications and recommendations for research and practice are also presented and discussed.  相似文献   

Implicit and Explicit Use of the Strengths Perspective in Social Work Education   总被引：1，自引：1，他引：0  

Barbara Probst 《Journal of Teaching in Social Work》2013,33(4):468-484

Most of the literature on the strengths perspective has addressed issues of practice; far less has been written about the role of the strengths perspective in social work education. Empirical studies have tended to focus on content analysis of texts and syllabi rather than data obtained directly from social work faculty. To address this gap, the author conducted a study of faculty teaching Master of Social Work foundation courses. Findings indicate that instructors vary in how implicitly or explicitly they use the strengths perspective, using a range of concepts to capture the notion of strengths. They consider the strengths perspective most useful as a mediator between theory and topic, serving a different function in different courses.  相似文献   

Between two stories: assessment of and for learning     

Ann-Christine Wennergren 《欧洲特需教育杂志》2013,28(4):541-550

The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action.  相似文献   

试析柴可夫斯基《儿童钢琴曲集》创作风格及音乐情绪的把握     

王艳芳 《内蒙古师范大学学报(哲学社会科学版)》2013,(5):147-150

《儿童钢琴组曲》是柴可夫斯基针对儿童演奏者或钢琴初学者而创作的内容丰富的24首乐曲。每一首乐曲都反应了孩子不同年龄阶段的性格特点。24首乐曲备有特色,表现出孩子在生活中喜怒哀乐不同的情绪及生活场景。在演奏每首乐曲时要理解作者的创作意图、刻画怎样的音乐形象和音乐场景,因此要运用不同的演奏速度、力度、触键方法来准确的诠释。  相似文献   

Images of school principals' information and communications technology leadership     

Dianne L. Yee 《Technology, Pedagogy and Education》2013,22(3):287-302

This article describes a qualitative study designed to investigate information and communications technology (ICT) leadership by considering the lived experiences of principals in 10 carefully selected ICT-enriched schools in Canada, New Zealand, and the United States. To encourage further discussion regarding the impact of ICT on educational leadership practice, I have outlined a framework that suggests eight categories of ICT leadership. Although this study focussed on principals of ICT-enriched schools, the practical wisdom of the study participants has potential to assist other educational leaders who are expected to ensure that ICT becomes a tool to enhance learning, teaching, and leadership.  相似文献   

应该从怎样的视角评论“焚书坑儒”——就《“焚书坑儒”再议》与王子今先生商榷     

张兴德 《铜仁学院学报》2013,(6):29-32

“焚书坑儒”是秦始皇为了推行并保障新政实施而采取的重大举措.说秦始皇推行的一系列新政和改革举措是正确的、进步的,而为推行和保障新政实施的“焚书坑儒”举措却是错误的,这在逻辑上就讲不通. “焚书坑儒”不能仅从文化史的视角考察评论,不能说是“文化浩劫”.从社会发展史的视角审视,以行政权力强力控制意识形态领域有其历史的必然性.  相似文献   

论《秦腔》叙事艺术的复杂性     

杨勇 《昆明师范高等专科学校学报》2013,(4):105-108

《秦腔》叙事艺术的复杂性表现在叙事视角的复杂性、叙事节奏的混杂性、叙事内容的繁杂性等方面。在其复杂性叙事艺术的背后有着深刻的社会和情感原因。现代化浪潮对传统乡村文化的侵蚀和贾平凹面对正在消逝的乡村写作时内心的矛盾从根本上形成了这种复杂性叙事艺术。从某个层面上说,贾平凹对复杂性叙事手法的熟练运用显示了其高超的叙事能力,他在叙事手法和风格上的实践为20世纪末以来转型中的乡土文学提供了一种全新的路径。  相似文献   

论儿童视角对小说真实与虚构艺术的放大作用     

高尚 《河北能源职业技术学院学报》2013,13(3):19-20

"真实与虚构"是小说艺术的重要方面,儿童视角是小说的重要视角之一。儿童视角对小说艺术中的真实与虚构具有放大作用,主要表现在两个方面:因赤子之心的表达而呈现的真实性,因游戏精神与丰富的想象力而造就的虚构性,这种双重加深使得小说的艺术感染力增强。  相似文献