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1.
Terri Seddon Stephen Billett Allie Clemans 《British Journal of Sociology of Education》2005,26(5):567-584
This paper considers the way social partnerships tend to be represented as either horizontal localised networks or neo‐liberal policy instruments. Building on two empirical studies of partnerships, we argue that partnerships cannot be understood in either/or ways but are negotiated at the interface between central agencies and local networks. They are mediated by networks operating through the partnership and through government and community, and by the different organisational logics of agencies. These complexities challenge our ways of analysing and representing partnerships, and justify further research. 相似文献
2.
This paper considers the politics of neo‐liberal reform of education and training in the specific context of social partnerships. Social partnerships are hybrid social spaces formed when a range of interests/partners work together for mutual benefit. Partnerships are one of a series of hybridized social spaces which have been formed as a consequence of the trend to neo‐liberal governance. The paper begins by situating the study of social partnerships in wider concerns about neo‐liberal reform and politics. It reviews literature on social partnerships as a way of identifying the different approaches to the conceptualization of conflict or practical politics. These are role conflict, interest conflict, and regime conflict. It also draws on a series of empirical research projects on social partnerships in Australia which have identified persistent points of tension within partnership formation and maintenance. Drawing these conceptualizations and persistent points of tension together provides a framework which can guide systematic inquiry of social partnerships. The paper suggests that this framework facilitates research by naming different types of political action. It encourages a multi‐dimensional analysis of partnership politics rather than presenting partnerships as either a celebratory or categorical expression of neo‐liberal political rationality. 相似文献
3.
Catherine Landreth Gladys M. Gardner Bettie C. Eckhardt Anne D. Prugh 《Journal of Experimental Education》2013,81(2):65-91
The theoretical basis for the Analysis of Means Technique is discussed. In addition, a simplified working procedure is outlined, step-by-step for an actual problem. The data for the problem are analyzed by the analysis of means techniques, which compares differences between means instead of population variances estimates. The data are also analyzed by the analysis of variance technique. The conclusions reached by both techniques are the same. The graphical representation of the ANOM is helpful in understanding data. The ANOM technique is usually used in conjunction with the analysis of variance, either as an initial analysis of data or to augment the analysis of variance. 相似文献
4.
Bettie C. Starr 《Community College Journal of Research & Practice》2013,37(4):427-438
Research in cognitive and social psychology is beginning to suggest strategies which will allow us to improve students’ learning and thinking skills. Classroom studies using four teaching strategies based on research in these areas will be described. The four techniques are: using modified cooperative learning groups within classes; linking upper‐ and lower‐level classes for metacognitive instruction; using short‐term, coached cooperative learning groups; and using student mentors. A common factor in the four techniques is that students think aloud in groups as they solve problems or discuss controversial issues. Modified cooperative learning groups were successful in upper‐level courses. Thinking and learning skills improved in these classes. However, in lower‐level courses, particularly those which contained underprepared students, more guidance (modeling, coaching and structure) was needed than was available within most peer cooperative groups. Modeling and coaching were provided by linking students from upper‐level courses with lower‐level students on short‐term, issue‐based projects and for semester‐long classes. Such arrangements result in what Collins, Brown and Newman (1989) have termed cognitive apprenticeships. Cognitive apprenticeships lead to improved attitudes toward the content area, perception of improved cognitive skills and some gains in content mastery. 相似文献
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This paper discusses the formation, character and contradictions of social partnerships. We report on a specific initiative,
the Local Learning and Employment Networks (LLEN) established by the Victorian Government in Australia in 2001, documenting
the nature of this initiative and how it is playing out. We draw attention to some of the tensions that exist between different
agencies, including different agencies within government. Through this detailed case study it is possible to identify parallels
between LLEN and other social partnership initiatives developing in other parts of the world. This process of situating a
specific Australian partnership within the wider trend to social partnerships permits a more contextualised analysis. It shows
the way social partnerships are developing as a consequence of education reform shaped by neo-liberal governance and various
patterns of compliance and resistance to this political rationality. 相似文献
7.
Jamilia J. Blake Bettie Ray Butler Chance W. Lewis Alicia Darensbourg 《The Urban Review》2011,43(1):90-106
There is a large body of research examining the discipline experiences of Black males (Lewis et al. in Souls: A Critical Journey of Black Politics, Culture, and Society,
2009; Skiba et al. in The Urban Review, 34, 317–348, 2002); however, less is known about the types of behavioral infractions Black female students exhibit and the discipline sanctions
imposed for Black girls for such infractions. As a result, the purpose of this study is to examine the type of discipline
infractions exhibited by Black female students enrolled in an urban school district and to explore whether the pattern of
discipline infractions and sanctions imposed for Black girls disproportionately differs from all female students, but more
specifically White and Hispanic females. Results suggest that Black girls are overrepresented in exclusionary discipline practices
and Black girls reason for discipline referrals differs significantly from White and Hispanic girls. Based on these findings,
recommendations are provided for urban educational stakeholders. 相似文献
8.
The role of testing in determining college admissions and the impact of that testing on high school students are commanding increasing attention. There is emerging evidence that admissions decisions made solely on the basis of high school record can serve the college as well or better than decisions based, at least in part, on scores obtained on admissions tests. Further, though there is a recognized need for guidance, the tests in current use for admission provide limited information for helping students in making course selections that would make the best use of their abilities. This article reviews an alternative, long neglected and little known, for testing at the high school-college interface that would meet this need. Testing to provide differential prediction of college performance, as proposed by Paul Horst, focuses on allowing students to make the best match between their achievements, interests, and goals with the undergraduate programs of study available to them. 相似文献
9.
Bettie Clemans 《Community College Journal of Research & Practice》2013,37(1):83-97
This study describes the organization, staffing, cost‐sharing alternatives, and administrative patterns of associations that coordinate community/junior college local governing board activities on a statewide basis. A review of literature is provided. Methodology used for the study included letter‐surveys to state associations of community/junior colleges, community college presidents’ organizations, trustee organizations, and knowledgeable community college individuals in 33 states. Information concerning structure of community college associations, organizations of local trustees and college presidents, whether such organized groups operate as one common group or as separate organizations, and definition of any paid staff was obtained. Results were tabulated for 25 states identified as sharing state and local control of community/junior colleges. Tables are included to show: (1) states that elect trustees, states that appoint trustees, and the number of college districts and campus locations in each state; (2) organization and staffing patterns of trustee organizations and chief administrator groups; (3) patterns of organization types in the 25 states; and (4) fee structure used to finance state community college associations in a selection of state examples. It was found that little work has been done to evaluate effectiveness of the various systems cited. Information furnished by the study did not give evidence that one form of structure serves more effectively than another. 相似文献
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