Mentoring preservice teachers: identifying tensions and possible resolutions     

Peter Hudson  Sue Hudson 《Teacher Development》2018,22(1):16-30

Tensions can occur in the mentor–mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with preservice teachers during professional experience programmes. Three themes emerged around the causes of tensions (low- to high-level conflicts) within the mentor–mentee relationship, namely: (1) personal issues (i.e. incompatibility, personality differences, language); (2) pedagogical issues (i.e. lack of pedagogical and content knowledge, differences in teaching styles); and (3) professional issues. Strategies to resolve these tensions include: maintaining a positive professional relationship, regular feedback as a way to address issues, sharing responsibility and empowerment, and using empathy for specific situations. As a theoretical contribution, this study provides a model around low- and high-level conflict associated with personal, pedagogical and professional (3Ps) issues. The study focused on mentors only and further research is required about the tensions preservice teachers experience with their mentors and ways in which these tensions can be resolved.  相似文献   

Sara Knight,Forest school in practice for all ages     

Sue Waite 《Journal of Adventure Education & Outdoor Learning》2017,17(2):176-177

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Editorial     

Sue  Ralph 《Journal of Research in Special Educational Needs》2004,4(3):113-114

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What troubles early childhood educators in New Zealand: a 20-year cross-sectional study of ethical difficulties in early childhood practice     

Sue Cherrington  Carmen Dalli 《Early Years: An International Journal of Research and Development》2019,39(2):205-221

For more than 20 years, the New Zealand early childhood (EC) sector has had guidance about how to deal with situations of ethical difficulty in daily practice through the ECE Code of Ethics. This paper reports on three surveys undertaken at 10-year intervals that sought to understand EC educators’ experiences of such situations, and how they addressed them within their EC settings. An analysis of educators’ stories of ethically troubling situations from the three data-sets traced shifts and similarities in the content reported, and in how educators responded to these challenges over the two-decade period. We situate this analysis alongside changes in the New Zealand ECE policy context during the same time frame. We argue that a connection exists between the reported situations and teachers’ responses to them, and changes within the policy and professional context of daily EC practice.  相似文献   

The Implementation of Progress Files in Higher Education: Reflection as National Policy   总被引：1，自引：0，他引：1  

Sue Clegg  Sally Bradley 《Higher Education》2006,51(4):465-486

Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally. In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge, because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper argues that pedagogical innovations take on a different meaning when applied to the system as a whole.  相似文献   

Practical Considerations When Using Benchmarking for Accountability in Higher Education     

Sue D. Achtemeier  Ronald D. Simpson 《Innovative Higher Education》2005,30(2):117-128

The qualitative study on which this article is based examined key individuals’ perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as an accountability tool. A change model is presented for enhancing the effectiveness of benchmarking in higher education communities.Sue D. Achtemeier received the B.A. in mathematics and computer science with High Honors and the M.S. in mathematics from Florida State University and the Ph.D. in Higher Education from the University of Georgia. She has held teaching positions in Illinois and Georgia and is now Assistant Director for Institutional Effectiveness for the University of Georgia with particular interest in accreditation and accountability. Ronald D. Simpson is Professor Emeritus of Higher Education and Science Education and Director Emeritus of the Office of Instructional Support and Development at the University of Georgia. He holds degrees in the biological sciences and in science education from the University of Tennessee and the University of Georgia and continues to teach and advise doctoral students in UGA’s Institute of Higher Education.  相似文献   

Impacts and effects of action learning in practice     

Sue Smith  Kathryn Winterburn  Kath Aspinwall  Christine Abbot 《Action Learning: Research and Practice》2017,14(3):256-257

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Love,loss, and seeking: maternal deprivation and the quest     

Sue Jenkins 《Children‘s Literature in Education》1984,15(2):73-83

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Which Words? Words which 4 to 6 Year Old Children Use in Their Writing     

Laura Huxford  Rosaleen McGonagle  Sue Warren 《Literacy》1997,31(3):16-21

The use of high frequency word lists has re-emerged recently as a useful part of the knowledge base of primary teachers of literacy. The National Literacy Project framework for teaching makes explicit use of such lists. In this article Laura Huxford and her colleagues examine the contents of word lists and make some useful observations about the words it appears important to teach children to read at Key Stage 1.  相似文献   

Juggling multiple accountability systems: how three principals manage these tensions in Ontario,Canada     

Katina Pollock  Sue Winton 《Educational Assessment, Evaluation and Accountability》2016,28(4):323-345

Accountability in education is not new. Schools have always been accountable in one way or another to the communities they serve, regardless of the policy environment of the time (Elmore, The Educational Forum, 69:134–142, 2005). This article explores how three principals from Ontario, Canada manage the tensions of multiple accountability systems in their work. Findings indicate that the principals were able to find ways to be accountable to a variety of communities and ideals by prioritizing and honoring local needs and beliefs within the larger provincial mandate. Principals could not ignore the various accountability pressures; indeed, their success hinged on the ability to negotiate them. This delicate balancing act requires school principals to develop skills necessary to successfully juggle these competing demands.  相似文献