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Examining Effective Principal Professional Development Through a University-District Sponsored Principals Academy 通过大学区校长学院考察有效的校长专业发展
Educational Practice & Theory Pub Date : 2017-11-01 DOI: 10.7459/EPT/39.2.06
D. Boren, Pamela R. Hallam, Nicole C. Ray, Colin L. Gill, Kuanchen Li
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引用次数: 4
Students’ and Teachers’ Perceptions of Creativity, Communication and Problem-solving in the School Curriculum: Hong Kong Perspective 香港视角下学生与教师在学校课程中的创造力、沟通与解决问题的认知
Educational Practice & Theory Pub Date : 2017-04-14 DOI: 10.7459/EPT/39.1.03
J. Lee, Nim Chi Chan, H. Xu, Derek Wai-sun Chun
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引用次数: 3
Speaking from the stomach? Ventriloquised ethnocentrisms about Finnish education 从胃里说话?芬兰教育的口技化的种族中心主义
Educational Practice & Theory Pub Date : 2017-04-14 DOI: 10.7459/EPT/39.1.02
Ashley Simpson, Fred Dervin
{"title":"Speaking from the stomach? Ventriloquised ethnocentrisms about Finnish education","authors":"Ashley Simpson, Fred Dervin","doi":"10.7459/EPT/39.1.02","DOIUrl":"https://doi.org/10.7459/EPT/39.1.02","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"39 1","pages":"5-29"},"PeriodicalIF":0.0,"publicationDate":"2017-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/39.1.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45784756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Do Teachers Coming from Diverse Ethno-Cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland. 来自不同民族文化背景的教师是否代表了职业的附加值？在讲法语的瑞士进行的一项研究结果。
Educational Practice & Theory Pub Date : 2017-04-14 DOI: 10.7459/EPT/39.1.05
Abdeljalil Akkari, S. Bauer, M. Radhouane
{"title":"Do Teachers Coming from Diverse Ethno-Cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland.","authors":"Abdeljalil Akkari, S. Bauer, M. Radhouane","doi":"10.7459/EPT/39.1.05","DOIUrl":"https://doi.org/10.7459/EPT/39.1.05","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"39 1","pages":"69-89"},"PeriodicalIF":0.0,"publicationDate":"2017-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46512143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Forms of History Textbook Interference. 历史教科书干扰的形式。
Educational Practice & Theory Pub Date : 2017-04-14 DOI: 10.7459/EPT/39.1.04
Janet Blaauw
{"title":"Forms of History Textbook Interference.","authors":"Janet Blaauw","doi":"10.7459/EPT/39.1.04","DOIUrl":"https://doi.org/10.7459/EPT/39.1.04","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"39 1","pages":"53-68"},"PeriodicalIF":0.0,"publicationDate":"2017-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47420198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
History School Textbooks and Key Events: A Survey of Russian Teachers. 历史教科书与重大事件:俄语教师调查。
Educational Practice & Theory Pub Date : 2015-01-01 DOI: 10.7459/ept/37.2.05
J. Zajda, Kenneth H. Smith
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引用次数: 0
'Raising Reading' in the community: A case study of praxis in practice 社区“培养阅读”:实践中的实践案例研究
Educational Practice & Theory Pub Date : 2015-01-01 DOI: 10.7459/EPT/37.1.04
Peter Grootenboer, I. Hardy
{"title":"'Raising Reading' in the community: A case study of praxis in practice","authors":"Peter Grootenboer, I. Hardy","doi":"10.7459/EPT/37.1.04","DOIUrl":"https://doi.org/10.7459/EPT/37.1.04","url":null,"abstract":"In this article we present a case study of a school community engaging in what we describe as educational praxis - a form of committed learning to meet the needs of poor and refugee students in a disadvantaged community in Australia. The school, part of the Catholic systemic school sector in Australia, shares its site with the local Catholic parish, but serves a largely non-Catholic community with a high proportion of refugee families. In this case study, we examine and foreground what we describe as the ‘ecology of practices’ established in the site to address the learning needs of the students, (and members of the broader community). Specifically, we examine the leadership practices at a range of levels, the staff teaching practices, and the learning practices of students which arose in response to these preliminary practices. Data were collected through indepth individual and group interviews with participants from across the school community. We focus on one particular initiative, the ‘Everyone a Reader’ program to exemplify how this array of leading and teaching practices contributed to students’ learning. The research reveals that by deliberately and strategically taking a praxis approach, and looking at the range of leadership, teaching and student learning practices, and how they inter-related, we are better able to understand the conditions conducive to meeting the specific and challenging learning needs of students and the broader community, particularly in some of the most disadvantaged communities.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"37 1","pages":"45-62"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Harmony or Discord? Music Teachers' Attitudes towards Parental Involvement. 和谐还是不和谐?音乐教师对家长参与的态度。
Educational Practice & Theory Pub Date : 2015-01-01 DOI: 10.7459/ept/37.1.05
A. Dor
{"title":"Harmony or Discord? Music Teachers' Attitudes towards Parental Involvement.","authors":"A. Dor","doi":"10.7459/ept/37.1.05","DOIUrl":"https://doi.org/10.7459/ept/37.1.05","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"20 1","pages":"63-79"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ept/37.1.05","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
South African Schoolchildren's Voices on Democratic Belonging, Being, and Becoming. 南非学童关于民主归属、存在和发展的声音。
Educational Practice & Theory Pub Date : 2015-01-01 DOI: 10.7459/EPT/37.1.03
P. Kubow, Jessica Ulm
{"title":"South African Schoolchildren's Voices on Democratic Belonging, Being, and Becoming.","authors":"P. Kubow, Jessica Ulm","doi":"10.7459/EPT/37.1.03","DOIUrl":"https://doi.org/10.7459/EPT/37.1.03","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"37 1","pages":"19-44"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The factors influencing teachers' intention to engage in school based assessment in secondary schools of Sri Lanka 斯里兰卡中学教师参与校本评价意愿的影响因素
Educational Practice & Theory Pub Date : 2015-01-01 DOI: 10.7459/EPT/37.1.06
Leela Kumari Senevirathne, Prabanga Thoradeniya
{"title":"The factors influencing teachers' intention to engage in school based assessment in secondary schools of Sri Lanka","authors":"Leela Kumari Senevirathne, Prabanga Thoradeniya","doi":"10.7459/EPT/37.1.06","DOIUrl":"https://doi.org/10.7459/EPT/37.1.06","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"37 1","pages":"81-104"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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