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22442 results in Education

Page 395 of 1123

  • Chapter 4 - A professional role – a team stakeholder

  • from Part 2 - Thinking About Practices as Roles
  • Nadine Louise McCrea, University of New England, Australia
  • Book:
    Leading and Managing Early Childhood Settings
    Published online:
    12 August 2019
    Print publication:
    13 February 2015, pp 83-101

  • Summary

    Compassion means ‘cumt passio’, suffering-with … In compassion, the distance between you and the other is crossed … In compassion the other and the world are realized as your very self.

    S. Rao (comp./ed.) (2002, p. 95)

    Broad concepts

    Here your journey along a professional leading-managing path encompasses concepts about being a team stakeholder or a person focused on staff and staffing. You will be thinking about the following Steps:

  • What are the leading and managing facets of a team stakeholder role?

  • Which staffing responsibilities are key?

  • Where do rights and rules fit into staff sharing and workplace give-and-take?

    • Team and stakeholder

    This chapter begins with an exploration of what we mean by ‘team’ and ‘stakeholder’. Pausing here on your professional pathway gives you a little time to think about: ‘How would I explain or define being a “team stakeholder”?’ A team is a collection of people, but it is also much more. For example, forming and being a team implies interactions, relationships and shared commitments. There are sports teams, community service teams (usually called committees), and there are education teams. Within early childhood settings the collection of all staff is often referred to as a ‘team’. Teams and their teamwork do not just happen; they have to be worked at. It takes time for people to share, engage and solidify their ideas and relationships. Teams also grow and change over time, as the surrounding world alters and as staff members come and go from a workplace. Some people are called ‘team players’, especially when they collaborate and willingly contribute to the common good.

  • How Do Zoos ‘Talk’ to Their General Visitors? Do Visitors ‘Listen’? A Mixed Method Investigation of the Communication Between Modern Zoos and Their General Visitors

  • Katie Roe, Andrew McConney, Caroline F. Mansfield
  • Journal:
    Australian Journal of Environmental Education / Volume 30 / Issue 2 / December 2014
    Published online by Cambridge University Press:
    05 February 2015, pp. 167-186

  • Modern zoos utilise a variety of education tools for communicating with visitors. Previous research has discussed the benefits of providing multiple education communications, yet little research provides an indication of what communications are being employed within zoos today. This research is a two-phased, mixed-methods investigation into the communication between zoos and their general visitors. Phase 1 involved an online questionnaire to which 176 zoos from 50 countries reported on the types of education communications they typically use for their general visitors. The second phase comprised nine zoo case studies, enabling direct observation and face-to-face interviews on site with zoo staff and zoo visitors. The findings of this research provide a snapshot of education communications offered to zoo visitors, and indicate that zoo exhibit signage remains the most prevalent medium. The findings further indicate that 95% of visitors read at least some exhibit signs and that more than 70% of participating zoos utilise person-to-person education. The implications of these findings for improving zoos’ educational communication are discussed.

  • HEQ volume 55 issue 1 Cover and Back matter

  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. b1-b5
    Print publication:
    February 2015
    • Article
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  • HEQ volume 55 issue 1 Cover and Front matter

  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. f1-f5
    Print publication:
    February 2015
    • Article
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  • An Officer and a Scholar: Nineteenth-Century West Point and the Invention of the Blackboard

  • Christopher J. Phillips
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 82-108
    Print publication:
    February 2015

  • Over two centuries after the invention of blackboards, they still feature prominently in many American classrooms. The blackboard has outlasted most other educational innovations and technologies, and has always been more than an aide memoire. Students and teachers have long assumed inscriptions on its surface made mental processes visible. As early as 1880, in fact, the A.H. Andrews & Co. catalog described the blackboard as a “mirror reflecting the workings, character, and quality of the individual mind.” The blackboard's ultimate origins are unclear but in North America one institution, the United States Military Academy at West Point, New York, played a particularly important role in establishing the device within classrooms. The blackboard's use at West Point in the first years of the nineteenth century garnered the novel tool notice and by the Civil War, the blackboard's place had been so firmly established in American schools as to be easily overlooked in importance; it was simply part of the physical and intellectual architecture of the classroom, Subsequent changes in construction and production have affected cost and appearance, but the basic idea of a vertical surface on which erasable inscriptions are made has remained.

  • HES Presidential Address: The Future of the Study of Our Educational Past—Whither the History of Education?

  • James W. Fraser
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 1-32
    Print publication:
    February 2015

  • I want to start these remarks by thanking the members of the History of Education Society for the honor of electing me to serve as president and especially my colleagues—faculty and graduate students—at New York University who have made NYU such an extraordinarily collegial home to study the History of Education. Finally I want to say a word of gratitude to my own teacher and mentor, Lawrence A. Cremin, who introduced me to this field and guided my early work. In the course of these remarks, I will be critical of him at points, but Larry Cremin remains my role model as a teacher, scholar, and kind friend. I suspect I may be—though one never knows—the last of a long line of Cremin students to preside over HES. But I do so proudly.

  • Desegregation, Minimum Competency Testing, and the Origins of Accountability: North Carolina and the Nation

  • Scott Baker
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 33-57
    Print publication:
    February 2015

  • During the long history of the Civil Rights Movement, public education was a significant battleground in the struggle for racial equality. As the courts ordered officials to dismantle a system of educational apartheid, whites resisted, bringing blacks and whites together in ways that disillusioned many African Americans. Hoping to transcend what he called “the trauma of desegregation,” in 1977, North Carolina Governor James B. Hunt proposed that all students be required to pass a minimum competency test (MCT) to receive a high school diploma. Hunt was part of a generation of moderate New South politicians who crafted a new racially neutral educational discourse that emphasized accountability and achievement rather than equality and access. Capitalizing on the perception that the quality of education had declined, these New South moderates built biracial coalitions that established high school MCTs in every southern state by 1986, replacing a civil rights agenda of opportunity with an accountability agenda of individual student responsibility.

  • Teaching Democracy: Folkways Records and Cold War Education

  • Rachel C. Donaldson
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 58-81
    Print publication:
    February 2015
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  • By the waning years of the 1940s America had lost much of what remained of its postwar optimism as fears of Communism came to dominate the national political conversation. Left-leaning citizens had particular cause for disillusionment as politicians continued to trample many vestiges of New Deal programs and ideals in their rightward trek. The passage of the antilabor Taft-Hartley Act in 1947 and Progressive Party presidential candidate Henry Wallace's abysmal failure at the polls in the 1948 election hammered more nails into the coffin of leftwing activism. What ultimately caused the Old Left to retreat from mainstream political discourse was, of course, the new ideological war that loomed on the horizon. While U.S. foreign policy focused on containing Communism abroad, local and federal governlnent agencies and civilian vigilante groups rallied to fight suspected communists at home, Government agencies and private organizations compiled lists of alleged subversives, such as Red Channels: The Report of Communist Influence in Radio and Television that the right-wing publication Counterattack released in 1950. The attacks on those in the media and government were well documented, as news sources reported the trials of iconic groups like the Hollywood Ten and televised the Army-McCarthy hearings. At the same time that anticommunists focused on rooting out subversives in the State Department, organized labor, and the entertainment industry, they also turned their attention to education. Many political leaders, both liberal and conservative, viewed education as the “key factor” in securing American victory in the Cold War; as a result, between the end of WWII and the 1960s, anticommunists devoted an unprecedented amount of scrutiny to public schools, administrators, and teachers.

  • The Force of Gardening: Investigating Children's Learning in a Food Garden

  • Monica Green, Iris Duhn
  • Journal:
    Australian Journal of Environmental Education / Volume 31 / Issue 1 / July 2015
    Published online by Cambridge University Press:
    29 January 2015, pp. 60-73

  • School gardens are becoming increasingly recognised as important sites for learning and for bringing children into relationship with food. Despite the well-known educational and health benefits of gardening, children's interactions with the non-human entities and forces within garden surroundings are less understood and examined in the wider garden literature. Using a relational materialist approach (Hultman & Lenz Taguchi, 2010) that considers the material artefacts that constitute a learning environment, this article examines children's interactions with the animate and inanimate life forces through three specific garden photographs. The photos belong to data derived from a study that examined food, ecology and design pedagogies in three Australian primary schools. This paper argues that children's interactions with the non-human materialities of a garden are a vital dimension of gardening practice. The agential powers of gardens have great capacity to mobilise and inform children's inhabitation of food gardens.

  • Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours

  • Sarah M. Mulholland, Therese M. Cumming, Jae Yup Jung
  • Journal:
    Australasian Journal of Special Education / Volume 39 / Issue 1 / July 2015
    Published online by Cambridge University Press:
    20 January 2015, pp. 15-36
    Print publication:
    July 2015

  • Attention-deficit/hyperactivity disorder, its diagnosis and its treatment have been controversial since the 1970s (Kean, 2012), with opinions differing with respect to the diagnostic process, whether it in fact exists, or if it is an excuse for poor parenting and teaching (Maras, Redmayne, Hall, Braithwaite, & Prior, 1997). There are currently few studies that directly examine demographic characteristics as an indicator of teacher knowledge of ADHD and their attitudes towards ADHD-type behaviours. In this pilot study of teachers in Sydney public schools, we examined teacher knowledge about ADHD, their attitudes towards students who exhibit behaviours associated with ADHD, and the impact of demographic characteristics on their opinions and attitudes. We set out to discover the levels of overall knowledge teachers possess regarding ADHD, the attitudes teachers hold towards ADHD and its associated inattentive/hyperactive behaviours, and if any demographic characteristics can predict these attitudes.

    Exploratory factor analysis and multiple regression analysis were performed to establish the existence of groups of variables with respect to teacher knowledge of ADHD and teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Analysis showed that, overall, teachers exhibit an adequate (50–85% correct responses to knowledge test questions) knowledge of ADHD, but less sound knowledge in some areas than others, for example, aetiology. Analysis also demonstrated that there are some significant demographic predictors of teacher attitudes; however, further research is needed to verify these preliminary findings.

Page 395 of 1123