On incunabula     

McCulloch LC 《Bulletin of the Medical Library Association》1990,78(4):412

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Ideologies of adventure: authority and decision making in sail training   总被引：1，自引：0，他引：1  

Kenneth H. McCulloch 《Journal of Adventure Education & Outdoor Learning》2004,4(2):185-197

Case studies of the contemporary UK sail training movement are used to illustrate the competing expressions of purpose in this field. Two sail training organisations are described and a case study voyage under the aegis of each is presented. The differences between the approaches are analysed as “traditions” or ideologies, articulated through distinctive interpretations of power and contrasting approaches to participation in decision making. It is argued that choices regarding the type of vessel used and the voyages made are not neutral technical decisions but have ideological significance. In conclusion the application of such an analysis to other kinds of outdoor and adventure education is considered.  相似文献   

Professor Richard Aldrich: an appreciation     

Gary McCulloch 《Journal of educational administration and history》2015,47(4):327-333

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Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review     

Miller  Andrew F.  Park  Younghee  Conway  Patrick  Cownie  Charles T.  Reyes  John  Reynoso  Myra  Smith  Annie 《The Urban Review》2022,54(3):481-508

The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and...  相似文献   

Teachers and Speech and Language Therapists Working with Children with Physical Disabilities: Implications for Inclusive Education     

Jannet A. Wright  & Myra Kersner 《British Journal of Special Education》1999,26(4):201-205

Jannet A. Wright and Myra Kersner, senior lecturers in the Department of Human Communication Science, University College London, consider the practical implications of recent policies for teachers and speech and language therapists working together in inclusive settings. Their conclusions complement McCartney's ideas in the previous article.  相似文献   

Student Teachers' School Experience: the managerial implications for schools     

Myra McCulloch  Norman Lock 《Cambridge Journal of Education》1992,22(1):69-78

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Faculty Salaries and the Maximization of Prestige     

Tatiana Melguizo  Myra H. Strober 《Research in higher education》2007,48(6):633-668

Through the lens of the emerging economic theory of higher education, we look at the relationship between salary and prestige. Starting from the premise that academic institutions seek to maximize prestige, we hypothesize that monetary rewards are higher for faculty activities that confer prestige. We use data from the 1999 National Study of Postsecondary Faculty (NSOPF), and regression analysis to examine the determinants of salaries. The results are consistent with the theory that faculty members are financially rewarded for enhancing institutional prestige. There is some evidence that the rewards are higher in science and engineering. Spending more time on teaching has no effect on salary, even in comprehensive universities and liberal arts colleges. Findings suggest that other types of institutions are emulating research institutions in their pursuit of prestige. Looking at faculty salaries through this lens raises serious questions about the implications of the current reward system in higher education. Article Note Earlier versions of this paper were presented at the Economics of Education seminar, Stanford University School of Education, March 2004, and the American Education Finance Association, Louisville, KY, May 2005.  相似文献   

Sensing the realities of English middle-class education: James Bryce and the Schools Inquiry Commission, 1865–1868     

Gary McCulloch 《History of education》2013,42(5):599-613

This paper explores the contribution of James Bryce as an Assistant Commissioner to the Taunton Commission from 1965 to 1868. It highlights his criticisms of the English middle class and of middle-class education represented in the endowed grammar schools of Lancashire, England. These criticisms were based partly on finely detailed observation of the buildings of these schools in their local and geographical settings. They also drew on acutely developed responses of a sensory and emotive nature relating to a broad sensory register of sight, sound, taste, touch and smell. The paper therefore helps to develop the potential value of sensory history in the history of education well as to provide a detailed examination of middle-class education in England in the 1860s. It also suggests that the realism characteristic of mid-Victorian writing and art may help to shed further light on the nature and experience of schooling in this period.  相似文献   

Socioaffective Issues and Concerns Among Gifted Filipino Children     

Rhoda Myra Garces-Bacsal 《Roeper Review》2013,35(4):239-251

There is a dearth of information regarding the socioemotional realities of gifted children from ethnically diverse backgrounds, which this research attempts to address. Multiple semistructured narrative interviews were conducted with 22 intellectually superior children aged 4–9 years and with their parents. Manifestations of perfectionism, hypersensitivities, and overexcitabilities were evident among the Filipino gifted children. The implications of such manifestations of heightened sensitivities for educators and diagnosticians were discussed. Cross-cultural contrasts were likewise discussed to demonstrate whether predominant socioaffective traits, characteristics, and issues in the West are likewise evident among gifted children from a culturally different background like the Philippines.  相似文献   

Representing the ‘Ordinary Child’: the case of the Newsom Committee, 1961‐1963     

Gary McCulloch 《Journal of educational administration and history》2000,32(1):51-65

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