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1.
Louisa Ha 《Learned Publishing》2003,16(3):193-199
This article re‐examines the economics of publishing scholarly journals and illustrates the dilemma of publisher identity and publication format with a case study of the Association for Education in Journalism and Mass Communication's Media Management and Economics division. The study investigates the perceived interest and demand for a society‐published journal for the field of media management and economics and the preferred format for that journal – print or online. Results showed a divided opinion on the support of a society‐published journal and no consideration of the benefits or harms of journal publishing to the society. The print journal, though a desirable format for authors, is deemed uneconomical. The online journal is viewed as a feasible publication outlet, but its status as a prestigious journal is doubtful. Applications of scholarly journal publishing and economic models to the case are discussed. 相似文献
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Mills Reece Tomas Louisa Whiteford Chrystal Lewthwaite Brian 《Research in Science Education》2020,50(4):1501-1520
Research in Science Education - Given that interest is associated with learning in educational research, understanding how its development can be supported in different learning contexts represents... 相似文献
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Michael L. Lopez Louisa B. Tarullo Steven R. Forness Cheryl A. Boyce 《Early education and development》2000,11(3):265-282
Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health. 相似文献
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The paper examines the impact of the plethora of innovations associated with the 1988 Education Reform Act (ERA) on the management of whole-school change in the primary school. Based upon qualitative data from a national sample of 50 schools in England and Wales, it documents the growing tensions between collegial and top-down managerial approaches. These are evidenced in the changing nature of working collaboratively in primary schools, in the creation of new management structures, in the me of school development plans and in the growth of quality assurance mechanisms, particularly in relation to preparation for Office for Standards in Education (OFSTED) inspections. There are conflicting interpretations of terms such as ‘collegiality’, ‘collaboration’, ‘teamwork’ and ‘whole-school approaches’ and there have been subtle shifts in their meaning and in their realisation in practice in the pre-and post-ERA context. 相似文献
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Louisa R. Peralta Donna O’Connor Wayne G. Cotton Andrew Bennie 《Teaching Education》2016,27(3):248-266
In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies. 相似文献
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Rebecca Webb 《Gender and education》2019,31(2):258-273
This paper engages with some everyday ways of doing and being gender which proceed from a dominant liberal rights policy and practice discourse within one English ‘rights-respecting’ primary school in England. Drawing on three ethnographic vignettes of data from different spaces within the school, it utilises a Butlerian analytic to interrogate the kinds of subjects that children are entitled and obliged to be as they take up different subject positions proposed to them in the school. The paper engages with this empirical data, to foster and ignite critical sensibilities, especially as these relate to ‘taken-for-granted’ discourses of children’s rights which presume the participation of all children regardless of their differently gendered subjectivities. This analysis puts in question the universal, normative and essentialising effects of the category of the rights-respecting child as always unproblematic and forever productive. 相似文献
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Sue Webb John Holford Peter Jarvis Marcella Milana Richard Waller 《International Journal of Lifelong Education》2013,32(4):435-439
ABSTRACTThe purpose of this paper is to investigate whether and through what mechanisms vulnerable adults are empowered through a second-chance education programme. At the same time, the paper aims at unveiling the obstacles hindering learners’ empowerment process and making suggestions for the improvement of the educational programme fostering further empowerment of the learners. To achieve the objectives set by the research, a hybrid methodological design was applied combining hermeneutic phenomenology and critical discourse analysis. Data collection was performed using three tools: semi-structured interviews, reflective journals and document analysis. The results led to the emergence of a multilevel empowerment scheme of vulnerable adults in the programme. The empowerment mechanisms that emerged were as follows: (a) empowerment through participation as a self-value, (b) empowerment through the reconstruction of past experiences, (c) empowerment through the strengthening of their social capital and (d) empowerment through literacy skills. At the same time, the study shed light on a number of factors that inhibit the process of learners’ empowerment, which unveil structural and operational weaknesses of the programme as well as of the policies pursued by the State. 相似文献
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