Staff development programs based on teacher choice: Insights from adult education research     

Lucy M. Guglielmino 《Journal of Personnel Evaluation in Education》1993,7(3):231-233

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School English,literature and the knowledge-base question     

Lyn Yates  Larissa McLean Davies  Lucy Buzacott  Brenton Doecke  Philip Mead  Wayne Sawyer 《Curriculum Journal》2019,30(1):51-68

This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.  相似文献   

Hop.Skip.Jump.Games: The effect of “principled” exergameplay on children's locomotor skill acquisition     

Jamie McGann  Johann Issartel  Lucy Hederman  Owen Conlan 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):798-816

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A dialogue between partnership and feminism: deconstructing power and exclusion in higher education     

Lucy Mercer-Mapstone  Gina Mercer 《Teaching in Higher Education》2018,23(1):137-143

Students as partners (SaP) has seen an increase in focus as an area of active student engagement in higher education. Many complexities and challenges have been shared in this evolving field regarding inclusivity and power. We discuss, in this dialogue, insights that can be uncovered by exploring SaP through a feminist lens – illuminating the fact that both fields seem to be seated in similar radical processes of challenging, questioning, destabilising, deconstructing, and empowering. We unravel issues of power and exclusion by exploring: what feminist theories might add to SaP; embedded binaries and what they reveal about power relations within the language of SaP; and ways of writing about SaP that are inclusive. We aim to step away from dominant understandings, incite acts of self-reflection, and open possibilities for future research and practice by questioning the boundaries and binaries that currently shape the institutions of higher education.  相似文献   

Black School,White School: Racism and Educational (Mis)Leadership. Jeffrey S. Brooks. New York,NY: Teachers College Press, 2012, 153 pp., $28.95     

Lucy E. Bailey  Alexandra J. Holter 《Educational Studies A Journal of the American Educational Studies Association》2016,52(4):381-384

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Developmental Precursors of Relational Aggression From Late Childhood Through Adolescence     

Alazne Aizpitarte  Olivia E. Atherton  Lucy R. Zheng  Itziar Alonso-Arbiol  Richard W. Robins 《Child development》2019,90(1):117-126

Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican-origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence.  相似文献   

Perceptions and actions of distance educators on academic procrastination     

T. W. Wilkinson  T. M. Sherman 《The American journal of distance education》2013,27(3):47-56

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Training from cradle to grave? Social justice and training for people with learning difficulties     

Sheila Riddell  Stephen Baron  Heather Wilkinson 《教育政策杂志》2013,28(4):531-544

In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties.  相似文献   

Exploring the link between culture and strategy in media organisations: The cases of the BBC and CNN     

Dr. Lucy Küng 《媒体管理杂志》2013,15(2):100-109

Abstract

This study employs participant observation methodology to examine the U.S. broadcast industry's cognitions of its external environment. Previous research has documented a tendency among industry participants to operate under outdated mental models of their environment. This tendency ‐ labeled ‘cognitive inertia’ ‐ provides the analytical framework for this study. The results provide indications that broadcasters operate under what appear to be outdated mental models of their external environment, with broadcasters appearing to pay inadequate attention to competing program sources and failing to account for the changing demographic composition of the television audience. However, these conclusions are tempered by the broadcast industry's dual‐product marketplace characteristics, wherein cognitions that would appear to reflect inadequate assessment of the content market may in fact reasonably reflect the contemporary realities of the audience market.  相似文献   

Psychology and Scripture teaching     

V. Wilkinson S.Th. 《British Journal of Religious Education》1938,5(4):224-227

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