The Charlesworth Group Award for Typographical Excellence in Journal and Serial Publishing     

Gillian Page 《Learned Publishing》1994,7(3):189-191

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Sustainability of independent community archives in China: a case study     

Zhiying Lian  Gillian Oliver 《Archival Science》2018,18(4):313-332

There are three models for community archives in China. The first one is where community archives are kept in government-funded/government-established museums or archives. The second is where community archives are kept by scholarly organizations such as universities. The third involves the community establishing its own archive. This last model is very unusual in China. The PiCun Culture and Art Museum of Migrant Labor (PCMML) provides an example of this model as it is the only independent community archives focusing on migrant workers in China. This paper explores the emergence and development of PCMML, its impact on community members and challenges faced including funding and staffing, but also those unique to China—PCMML is greatly influenced by a range of national and local government policies and regulations. Conclusions are that survival strategies for independent community archives in China are dependent on three dimensions: the community itself, society and the government. Cultural consciousness of the community is the premise for the establishment and sustainability of independent community archives, and independent community archives can be the public space to cultivate cultural consciousness of community members and thus activates community members’ agency to document, preserve and disseminate their own history. At the same time, independent community archives also need to engage with broader society to avoid involution and gain support and understanding. Independent community archives are constrained by government policies and regulations, so it is essential for them to develop strategic relationships with government.  相似文献   

The London Association for the Teaching of English 1947–67: a history Simon Gibbons Institute of Education Press,University of London (2013) ISBN 978‐1‐85856‐520‐0 £23.99 (paperback)          下载免费PDF全文

Tony Burgess 《English in Education》2015,49(3):266-270

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‘Operating on a Basis of Student Consent’: Peter Medway’s Work in Finding a Language     

Tony Burgess 《Changing English: An International Journal of English Teaching》2015,22(3):265-268

Written nearly 40 years ago, Peter Medway’s Finding a Language continues to be an arresting read, which offers a powerful vision of what might be possible in education. In this brief introduction, I set the work in context, referring to ideas that Pete engaged with and recalling a little of the times.  相似文献   

Family interaction patterns related to child abuse and neglect: Some preliminary findings     

R.L. Burgess  R.D. Conger 《Child abuse & neglect》1977,1(2-4)

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Teacher and school characteristics and their influence on curriculum implementation     

Gillian H. Roehrig  Rebecca A. Kruse  Anne Kern 《科学教学研究杂志》2007,44(7):883-907

Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007  相似文献   

Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community     

Brant G. Miller  Gillian Roehrig 《Cultural Studies of Science Education》2018,13(1):31-58

Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning.  相似文献   

A Different Angle: English teaching and its narratives     

Tony Burgess 《Changing English: An International Journal of English Teaching》1996,3(1):57-77

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Children's Experience of Learning to Read     

Robin Campbell  Gillian Stott 《Literacy》1994,28(3):8-13

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A model for making decisions about ethical dilemmas in student assessment     

Robert L. Johnson  Jin Liu  Yin Burgess 《Journal of moral education》2017,46(2):212-229

In this mixed-methods study we investigated the development of a generalized ethics decision-making model that can be applied in considering ethical dilemmas related to student assessment. For the study, we developed five scenarios that describe ethical dilemmas associated with student assessment. Survey participants (i.e., educators) completed an online survey to express their decision-making process when faced with ethical dilemmas relating to student assessment. Based on the literature and the educators’ written responses to the scenarios, elements to consider in an ethics decision-making model related to student assessment include the following: (1) the critical incident giving rise to the ethical dilemma; (2) identification of the conflict elements; (3) decisions about the ethicality of the elements; (4) justification of the decisions; (5) implications; and (6) alternative suggestions. This model offers guidance to educators in considering the dimensions of an ethical dilemma in assessment prior to making a decision.  相似文献